Modelo pedagógico y prácticas áulicas en inicial 2 en un centro de desarrollo infantil de la ciudad de Quito

Abstract

The purpose of this research is to analyze the coherence between the institutional pedagogical model and the pedagogical practices. At first, the investigation was carried out, because the constructivist pedagogical model that is said to be practiced in the educational institution was not evidenced. For the execution of this research, some terms were conceptualized such as: Pedagogical Models, Constructivism and Classroom Practices that served as theoretical support for the case study. This study was developed based on the observation of classroom experiences, carried out by a student of the Initial Education Career of the UPS Campus Girón, using a qualitative methodology and an Ethnographic method applied within the educational community. Secondly, and in order to verify the data, the interviews with the teachers of the institution with whom the participant observation was shared first-hand were applied as techniques. Finally, with the information obtained from the interviews and the participant observation, it was systematized, seeking a deep analysis relating to the theoretical references developed to argue within this investigation. The main findings allow us to conclude that there is a little knowledge about what the constructivist methodology is by teachers, but it is not carried out in classroom practice.