Una reflexión sobre la práctica en educación preescolar.

Abstract

Pedagogical practice in preschool education is influenced by the determinations made by public policy documents and by a set of imaginaries that run through educational institutions. Based on concrete experiences, we present some categories that encompass perceptions and beliefs about the profession and the knowledge of preschool teachers which, from the authors’ perspective, oscillate between a utopian messianism, the idea of assistance and care and an intellectual underestimation of the pedagogical knowledge of preschool teachers. In these categories, we find that there is contempt for knowledge and mistrust in the intellectual capacity of the teachers; theoretical foundations and analysis of everyday school life are deemed unnecessary; there is confusion of roles (between the mother and the teacher) which makes care a precarious practice and not a political exercise, and teaching a mockery, a false manoeuvre. In order to account for these choices of practice, we make a normative journey that allows us to situate this educational level in a web of desires, wishes and training perspectives in order to propose the idea of a practice that, in line with the context, is an ethnographic instrument for pedagogical action.