La práctica pedagógica en la formación de educadores infantiles de la Universidad Pedagógica Nacional.

Abstract

This article contains a reflection about the experience that emerges from the pedagogical practice of early childhood educators at the Planetarium of Bogotá. These assertions are based on documentation and systematization exercises conducted in the practice setting in recent years and suggest: the suitability of the professional role that is configured in practice, the practical-formative research relationship, the high influence of the pedagogical practice in the growing influx of children, and consequently, in the interaction with girls and boys. However, a greater understanding is still required about the subrogation of pedagogical practice respect to the alphabetical-argumentative coding in the educational and communicative processes in the Planetarium. Also, a better sense of importance about the pedagogical knowledge produced in practice. Consequently, the practice is projected with the intention of assuming the weaknesses indicated and reaffirming the potentialities that make it an original experience.