Políticas públicas educativas: Incidencia en los currículos escolares de primera infancia en instituciones de educación distrital

Abstract

This research analyzes the processes of educational transformation for early childhood from three perspectives: the protection approach based on the Convention on the Rights of the Child (UN, 1989), the global commitments of the 2030 Agenda and contemporary curricular designs. The study reveals a critical dissociation between normative advances and pedagogical practices in complex urban contexts such as Bogotá, characterized by cultural diversity and socioeconomic inequality. The qualitative methodological design integrated documentary analysis of four curricular frameworks (international, Latin American, national and district), as well as the opinions of teachers from 10 District Educational Institutions that allowed understanding the gaps between educational policy and practice. The contribution of the research is a model for updating the Pedagogical and Curricular Guidelines for Early Education in the District (2019) with two structuring axes: Diversity in learning from Early Childhood and Harmonious learning experiences in the Early Childhood school trajectory that respond to specific needs identified in the fieldwork. The conclusions show that curricular designs require greater flexibility to adapt to local contexts, that educational policy can be translated into practical tools for teachers and that the articulation between educational levels significantly reduces early dropout. The potential impact of this research encompasses three dimensions: contribution to the theoretical debate on educational quality in Early Childhood, generation of inputs for the reformulation of educational public policies and development of a replicable model in other urban contexts of Latin America; representing a significant advance in the articulation between theory, policy and educational practice for children.