Tensiones y Desafíos de la Implementación Curricular en la Atención Integral a la Primera Infancia. Un Campo de Reflexión Entre la Política Pública y la Configuración de Sentido de la Práctica Curricular.

Abstract

The purpose of the research is based on analyzing the tensions and transformations of the curricular implementation in comprehensive care for early childhood and its relationship with the configuration of social representations and meanings present in pedagogical practices of the teachers of Educational Institutions, in connection with Colombian public policy embodied in Law 1804 of 2016; For this, a theoretical, conceptual and methodological approach will be carried out that allows to constitute a field of reflection and argumentation of the integral attention to early childhood in Colombia from the heterogeneity, the diversity of learning styles, the socioeconomic needs and other aspects that constitute the reality of today's childhood, as well as the social representations of teachers that configure the sense of curricular implementation in Early Childhood, as an intervention of the object of study in different school contexts in Colombia.