Transfiriendo experiencias

Abstract

This working paper presents the systematization of a community-based teaching practicum carried out by pre-service early childhood education teachers in settings characterized by cultural diversity and active participation by families and the community. The central thesis holds that systematization when undertaken within a university pedagogical model grounded in experiential learning and critical reflection can produce transferable guidelines that strengthen initial teacher education in complex contexts. The methodology was structured in three phases: reconstruction of the experience through field notes, interviews, and lesson plans; reflective analysis based on emergent categories linked to family, environmental, and formative axes; and theoretical articulation with constructivist, sociocultural, and critical environmental education approaches. Techniques included triangulation, thematic categorization, and situated analysis. Among the main findings are pedagogical, methodological, and ethical elements that other pre-service teachers can adopt; tensions and achievements that enable a critical reading of practice; and context-sensitive instructional resources such as matrices, rubrics, and community guides. The study highlights the need to move toward more inclusive and contextualized systematizations that weave together classroom, home, and community, and that respond to the challenges of early childhood education in marginalized territories.