Importancia de las políticas públicas para transitar de ciclo inicial al primer grado, un estudio de caso en el Colegio Antonio García

Abstract

The following case study focuses on identifying and understanding how the IED Antonio García educational institution in the city of Bogotá implements strategies that allow children to move to the first grade of elementary school following a pedagogical proposal with a comprehensive development approach, but with limited projection of public policies. For this, it begins with a conceptual review of the categories: transitions, public policies and initial education. The second phase reviews how public policies guide school transitions in the initial cycle, in the methodology, the data was analyzed qualitatively; to Inquire, semi-structured interviews were designed, through the interpretation of the data and the observation record of the classes that take place in the initial cycle of the institution. The findings identified different conceptions of initial education, finding that there is no single and clear expression of what it is or its intentionality, additionally it is discovered that the processes of transitions are seen as a process exclusively of the last degree of some cycle, therefore they are not continued in the first grade of the following cycle, the above is derived from the design and implementation of the policies that intend to give guidelines but it is not clear in the actions , this contributes to educational institutions appropriating the policies and making their own interpretations.