Estrategia metodológica de planificación microcurricular enfocada en la atención a la diversidad cultural en el Centro-de-Educación -Inicial “Rita Chávez de Muñoz”.

Abstract

The lack of microcurricular plans for attention to cultural diversity in the initial 2 of 4 to 5 years of the Initial Education Center “Rita Chávez de Muñoz”, evidenced during the pre-professional practices of the eighth and ninth cycle of the Initial Education career, were the main reason for the preparation of this study. Therefore, the general objective was to propose a methodological strategy of microcurricular planning for teachers focused on attention to cultural diversity in the initial 2 of the “Rita Chávez de Muñoz” Initial Education Center. In this sense, the work was supported by theoretical references on attention to cultural diversity, UNESCO (2008), Hirmas (2008) and Ortiz (2012) were taken into account, and the Ministry of Education (2017) was also taken into account. ). This research was developed under the socio-critical paradigm, with a qualitative approach through the case study and its respective phases. Techniques and instruments were used to obtain information in the diagnostic phase such as participant observation, observation guide, semi-structured interview, question guide, documentary review and field diary. Through this process, valuable information could be collected from both the teacher and the teacher. like infants. During the diagnostic phase, the instruments were analyzed through first and second level coding, semantic networks, triangulation and finally the interpretation of the results; Starting from this, the design of a methodological strategy for microcurricular planning was developed based on Waldorf pedagogy and with the support of the knowledge booklet, which served as a fundamental resource for the development of the activities within the planning, which were validated. by expert criteria and whose results allowed the respective and timely improvements so that the planning can be of support to the teacher and its application is beneficial for the beneficiaries. In conclusion, microcurricular plans that pay attention to cultural diversity allow children to participate in the construction of their own learning based on their knowledge, thus generating an inclusive education.