Biblioteca Digital de VanguardiaWhat conception of childhood underlies educational practices? Where do we want to move in education at this early stage?
This article reflects on the conception of girls and boys that underlies educational practices at the 0-6 age group. Based on the paradigm of complexity, it reflects on the task of the educator as well as on her or his relationship with children, in the Uruguayan reality. From this standpoint, the p...
| Autores principales: | , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Español |
| Publicado: |
Universidad Centro Latinoamericano de Economía Humana (Universidad CLAEH)
2019
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| Acceso en línea: | http://publicaciones.claeh.edu.uy/index.php/cclaeh/article/view/424 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/46171 |
| Sumario: | This article reflects on the conception of girls and boys that underlies educational practices at the 0-6 age group. Based on the paradigm of complexity, it reflects on the task of the educator as well as on her or his relationship with children, in the Uruguayan reality. From this standpoint, the prevalent concept of childhood that exists in the classroom is thoroughly examined in order to question and challenge contemporary educational practices. This means asking what kind of society we yearn to and, according to this, planning inputs to think about what kind of education we need, what educational centers we envision and what type of teacher training should be implemented in order to coordinate these aspects coherently. This transformation necessarily puts girls’ and boys’ interests at the center of the process to consolidate an educational reform. |
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