Investigación en didáctica con la primera infancia en aulas heterogéneas de Sopó, Gachancipá y Bogotá, Colombia

Hilba Milena Jiménez-Pulido

doi:10.58763/rc2025423

Autores/as

Hilba Milena Jiménez-Pulido Universidad Pedagógica Nacional. Bogotá, Colombia https://orcid.org/0000-0001-6002-4512

DOI:

https://doi.org/10.58763/rc2025423

Palabras clave:

Cultura, enseñanza, inclusión social, infancia, lingüística

Resumen

Investigar en didáctica, en el marco actual de educación para todos, inclusión y enfoques de diversidad, sitúa la necesidad de desarrollar estudios desde, en y para aulas heterogéneas. En estos escenarios transitan expresiones figuradas con las que niñas(os) pueden tener dificultad, en especial quienes se relacionan con necesidades, neurodivergencias o que se encuentran en contextos escolares distantes de sus orígenes culturales. Esta investigación propuso evaluar un material didáctico propuesto como mediador del uso y comprensión del lenguaje figurado desde reconocimientos de diversidades culturales, ontológicas y sociales en Educación inicial. Se realizó un estudio interpretativo-descriptivo, de carácter mixto, predominantemente cualitativo. El contexto de estudio fueron las actividades estructuradas e iteraciones en el aula con niñas(os), sus familias y profesoras, en contextos de Educación inicial rurales y urbanos de Gachancipá, Sopó y Bogotá, Colombia. El estudio validó las explicaciones, ejemplificaciones y preguntas de desencaje, entre otros componentes del material, como mediadores en el uso y comprensión de metáforas y modismos en contextos rurales y urbanos. Se concluye que el material es aplicable, tanto a contextos escolares como de crianza, pues parte del reconocimiento de la diversidad con vínculo a interacciones intencionadas por parte de los agentes educativos.

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