Educación y aprendizaje

The praxeological approach in the pedagogical practices of the Bachelor’s Degree in Early Childhood Education

Diana Lucía Cárdenas Caviedes, Salin Polania Polo, Yeni Lorena Cubillos Alvarado

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https://doi.org/10.15332/24224529.11207 · pp. 105-122

Palabras clave: teaching, innovation, praxeological approach, pedagogical practice.

Resumen

The objective of this study was to analyze the experiences derived from the teaching practices developed by students in the Bachelor’s Degree in Early Childhood Education at the Minuto de Dios University Corporation (UNIMINUTO), based on a praxeological approach, while recognizing the perspectives of both practitioners and supervising teachers. The research was conducted through a systematic and descriptive documentary review, using a qualitative approach. Ethnographic accounts and innovative products presented at the LEID 2021 Meeting: The Early Childhood Education Bachelor’s Degree student and their opportunities for further study were used as primary sources. The process was grounded in objectification achieved through an organized and consensual reconstruction with the participants, based on emerging themes. Among the most relevant findings, it is noteworthy that the praxeological approach, with its four phases ( seeing, judging, acting , and creative feedback), constitutes a method that articulates the theoretical knowledge acquired in the curriculum with pedagogical practice in real educational contexts. Students are able to link critical reflection with action, thereby generating meaningful learning on both personal and professional levels. However, it was evident that the initial phases of the approach ( seeing, judging, and acting) predominated in the analyzed documents, while creative feedback showed limited evidence of the social impact of the practices. Likewise, the need to strengthen the use of technological mediation and to reformulate pedagogical practice from a didactic perspective, in articulation with institutional educational projects, was identified. In conclusion, pedagogical practices are consolidated as privileged scenarios for the construction of knowledge from praxis, enabling students to advance towards a comprehensive education that integrates theory and experience. The praxeological approach not only guides pedagogical work but also promotes social responsibility and professional commitment among future graduates in Early Childhood Education, as reflected in proposals that contribute to the transformation of diverse communities and contexts.

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