Caracterización de los procesos psicomotrices y creativos en primera infancia con población étnica : una mirada desde las prácticas discursivas docentes

Abstract

RESUMEN: En el marco de la atención integral a la primera infancia se vinculan diferentes elementos como la educación inclusiva y el acompañamiento desde diferentes componentes, a partir de allí, esta investigación asumió la intención de encontrarse con las prácticas discursivas de las Agentes Educativas, teniendo como objetivo el comprender los procesos psicomotrices y creativos de la primera infancia pertenecientes a población étnica. Se inició con la búsqueda de referentes investigativos sobre conceptos como creatividad, psicomotricidad, etnias y todo aquello que guarda relación con los procesos formativos en la primera infancia. Se realizó bajo un paradigma cualitativo, desde un enfoque fenomenológico. Fue utilizada la entrevista semiestructurada como técnica de recolección de información y como instrumento un guión de entrevista que hace énfasis en los procesos psicomotrices y creativos desde las prácticas discursivas docentes. Como análisis y discusión de los resultados se caracterizaron tres categorías preestablecidas (psicomotricidad, creatividad y etnias) que se relacionaron con otras emergentes (Neurodesarrollo, Pedagogía, Etnoeducación, Corporeidad-Motricidad humana e Identidad). Como resultado de las prácticas discursivas la creatividad fue reconocida como algo innato capaz de potencializarse de acuerdo a las experiencias presentadas al niño o niña y la psicomotricidad es percibida desde el movimiento como un elemento dinamizador para los procesos pedagógicos teniendo en cuenta algunas experiencias desde la visibilización y preservación de las tradiciones culturales de los niños y niñas migrantes a contextos urbanos, se concluyó que existen diferencias en las prácticas discursivas relacionadas con los procesos psicomotrices y creativos, en donde se utilizaron diferentes estrategias las cuales están condicionadas al sistema educativo, lo que podría ser un retroceso a las experiencias iniciales vividas por el niño o niña desde su cultura y tradición. En nuevos estudios se podría problematizar la formación universitaria de los futuros profesionales para llevar procesos educativos que comprendan la diversidad constitutiva de nuestra sociedad colombiana y generar material educativo que sirva de guía y/o ruta metodológica a los docentes que tengan interacción con población étnica.

Palabras clave: atención integral, primera infancia, educación inclusiva, acompañamiento, prácticas discursivas, agentes educativos, creatividad, procesos psicomotrices, población étnica. RESUMEN: ABSTRACT: Within the framework of comprehensive early childhood care, different elements such as inclusive education and accompaniment are linked from different components, from there, this research assumed the intention of meeting with the discursive practices of the Educational Agents, aiming to understand the psychomotor and creative processes of early childhood belonging to ethnic population, starting with the search for research references on concepts such as creativity, psychomotor skills, ethnicity and everything that is related to the formative processes in early childhood. It was carried out under a qualitative paradigm, from a phenomenological approach. A semi-structured interview was used as a technique for collecting information and an interview script was used as an instrument that emphasizes psychomotor and creative processes from the teachers' discursive practices. As analysis and discussion of the results, three pre-established categories were characterized (psychomotor, creativity and ethnicity) which were related to other emerging categories (Neurodevelopment, Pedagogy, Ethnoeducation, Corporeality-Human Motor and Identity). As a result of the discursive practices, creativity was recognized as something innate capable of being potentiated according to the experiences presented to the child, and psychomotor skills are perceived from movement as a dynamic element for pedagogical processes, taking into account some experiences from the visibility and preservation of the cultural traditions of migrant children in urban contexts, it was concluded that there are differences in the discursive practices related to psychomotor and creative processes, where different strategies were used which are conditioned to the educational system, which could be a setback to the initial experiences lived by the child from his or her culture and tradition. New studies could problematize the university training of future professionals in order to carry out educational processes that understand the constitutive diversity of our Colombian society and generate educational material to serve as a guide and/or methodological route for teachers who interact with the ethnic population.

Keywords: comprehensive care, early childhood, inclusive education, accompaniment, discursive practices, educational agents, creativity, psychomotor processes, ethnic population.

ABSTRACT: Within the framework of comprehensive early childhood care, different elements such as inclusive education and accompaniment are linked from different components, from there, this research assumed the intention of meeting with the discursive practices of the Educational Agents, aiming to understand the psychomotor and creative processes of early childhood belonging to ethnic population, starting with the search for research references on concepts such as creativity, psychomotor skills, ethnicity and everything that is related to the formative processes in early childhood. It was carried out under a qualitative paradigm, from a phenomenological approach. A semi-structured interview was used as a technique for collecting information and an interview script was used as an instrument that emphasizes psychomotor and creative processes from the teachers' discursive practices. As analysis and discussion of the results, three pre-established categories were characterized (psychomotor, creativity and ethnicity) which were related to other emerging categories (Neurodevelopment, Pedagogy, Ethnoeducation, Corporeality-Human Motor and Identity). As a result of the discursive practices, creativity was recognized as something innate capable of being potentiated according to the experiences presented to the child, and psychomotor skills are perceived from movement as a dynamic element for pedagogical processes, taking into account some experiences from the visibility and preservation of the cultural traditions of migrant children in urban contexts, it was concluded that there are differences in the discursive practices related to psychomotor and creative processes, where different strategies were used which are conditioned to the educational system, which could be a setback to the initial experiences lived by the child from his or her culture and tradition. New studies could problematize the university training of future professionals in order to carry out educational processes that understand the constitutive diversity of our Colombian society and generate educational material to serve as a guide and/or methodological route for teachers who interact with the ethnic population.