Las transiciones del grado transición al grado primero: Impactos en la corporeidad

Abstract

The objective of this research was to design a pedagogical strategy for teachers for the work of the body and corporeality in the educational transits of the first grade students of the unified Germany College IED institution, for the Development of this objective initially the purpose of identifying the pedagogical practices of teachers from the understanding of the body and corporeality in educational transits to design a pedagogical strategy focused on the experience of the body and corporeality to finally identify the impact of these experiences for teachers in the contribution to the solution of the problema. This research used a qualitative approach which allows describing, understanding and giving explanations about the phenomena that occur in a group of people, in this case the teachers, thus allowing the research group to describe situations and inquire about the observed problem, In this sense, it is possible to obtain points of view, feelings and realities that are observed from the pedagogical practice in each of the teachers belonging to cycle I, action research is taken, which is characterized by Reading, perceiving and apprehending daily praxis. That emerges each time in a different way. These research phases that guided the Development and execution of the research proposal were taken into account, which were: diagnose and discover a thematic concern, construction of the action plan, implementation of the plan and observation of its operation, reflection, interpretation and integration of results and planning. As the main result of the research, it was possible to influence the ways of approaching and understanding the use of the body in early childhood and especially in the transits from the transition grade to the first grade, generating a reflection and willingness to enrich their pedagogical practices, were the body is the main protagonist in the process of training Children, leaving aside practices that instrumentalize and limit the possibilities of the body. Finally, it can be concluded that the work of the body in early childhood is essential to guarantee the formation and integral Development of boys and girls, for this reason, it is considered important that in educational transitions these aspects are not left aside and a true continuity and articulation of pedagogical intentions is made possible to reduce the gap between initial and primary Education.