Resumen

CERVANTES TAPIA, Dalid  y  FIERRO EVANS, María Cecilia. Building Learning and Inclusive Coexistence in a Marginal Urban Preschool. Rev. latinoam. estud. educ. [online]. 2022, vol.52, n.1, pp.125-154.  Epub 02-Oct-2023. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2022.52.1.467.

This work reports some results of a doctoral thesis that carries out an analysis of teaching practices from an interactionist perspective, with the EPR Model which focuses on three action logics: Epistemological, Pragmatic, and Relational. It documents the practices developed by a teacher who works in an urban-marginal preschool, who is committed to expanding the life horizons of her students, and thereby reversing in some sense the consequences of the conditions of poverty and exclusion in their environment. The practices described are subsequently analyzed from a socio-constructivist perspective, highlighting the generation of learning opportunities offered to students. Likewise, they are reviewed from the inclusion processes that take place. The results show that the teacher's set of rules of action, such as observation and attentive listening to her students; physical closeness; the question as a trigger for reflections; peer tutoring, respect and appreciation and attention to the individual differences of their students, are forms of pedagogical interaction with high potential to favor learning and development, as well as to build coexistence, understood as the promotion of relationships based in inclusion, equity, and participation.

Palabras llave : teaching practice; preschool education; interactions; coexistence; learning.

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