Articulación pedagógica de las prácticas docentes para la atención del tránsito educativo en la infancia

Abstract

This thesis, based on the systematization of experiences, aims to critically analyze the pedagogical articulation of teaching practices to promote harmonious transitions in children aged 5 to 7 at the Ciudadela Educative del Magdalena Medio Institution in Barrancabermeja, and to propose a guiding document that incorporates the perspectives of educational stakeholders and contributes to the consolidation of an institutional policy on educational transitions in early childhood. The problem arises from the difficulties observed in these processes, reflected in demotivation, low performance, grade repetition, and the risk of dropout, all exacerbated after the COVID-19 pandemic. In response, the need to rethink teaching practices, articulate them, and strengthen the school-family bond as a strategy for support and child well-being became evident. The research is framed within a qualitative approach, based on the systematization of experiences, conceived as a critical and reflective process that allowed for understanding and reconstructing practices based on lived experience. The study involved a purposive sample of teachers from kindergarten, first, and second grades, using timelines, semi-structured interviews, and focus groups. The findings demonstrate that pedagogical articulation fosters the redefinition of teaching practices, collaborative work, and the contextualization of learning. It also promotes the active participation of families and institutional strengthening through an operational pathway organized in three phases, which is consolidated as an educational policy that can be replicated in other contexts.