Formaciones de profesoras de Educación Infantil en el marco del Compromiso Nacional Niño Alfabetizado: sentidos de calidad en disputa
DOI:
https://doi.org/10.14393/REPOD-v14nEspeciala2025-78123Palabras clave:
Educación Infantil, Políticas Públicas, Formación de profesores, Calidad educativa, Compromiso Nacional Niño AlfabetizadoResumen
Este artículo analiza los sentidos de calidad en la Educación Infantil en el marco del Proyecto Lectura y Escritura en la Educación Infantil, desarrollado en el estado de Mato Grosso do Sul (LEEI/MS), como una acción del Compromiso Nacional Niño Alfabetizado. La investigación, de carácter cualitativo, examina documentos formativos y registros de acciones de formación docente, buscando comprender las disputas que atraviesan las prácticas formativas. Esta investigación, apoyada en los enfoques de Stephen Ball (1994, 2001) y Ernesto Laclau (2006, 2011), concibe la calidad como un significante vacío en disputa; y, con base en los aportes de Dahlberg, Moss y Pence (2019), defiende la construcción situada de significados. El análisis pone en evidencia que el LEEI/MS se constituye como un campo de tensiones y resignificaciones. Los resultados señalan que la calidad reivindicada en las acciones formativas se fundamenta en la valorización de los múltiples lenguajes, de la cultura y de las experiencias de niños, niñas y profesoras, resistiendo a las tendencias de estandarización curricular y anticipación de la alfabetización.
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Derechos de autor 2025 Juliana Diniz Gutierres Borges, Liziana Arâmbula Teixeira
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
