Diversity in basic primary education: an approach from learning communities and the pedagogy of care

Abstract

This article shows the result of an investigation that proposed to analyze the diversity in primary basic education from the learning communities and the pedagogy of care to contribute to the development of the life project of the infants of the San Roque Parish School, located in the town of the martyrs in the city of Bogotá, but whose results can be adopted and transferred to the primary education system worldwide. This research is carried out from the qualitative approach and the systematization of pedagogical experiences (Arbeláez & Onrubia, 2014; Jara, 2018). The population chosen for the investigation was made by experts, represented by six primary school teachers who work in the institution. In the field work, the information was collected through the following instruments: a semi-structured survey of the six teachers to obtain the testimonies of their classroom practices against the defined categories, it was also accompanied by documentary analysis in two directions: Yo. epistemological review of authors who have addressed the categories of research. ii. the analysis and interpretation of the field diaries of teacher experts (second and fourth grade).

Some relevant research findings clearly show diversity as a constitutive and intrinsic element of human nature that cannot be ignored within educational processes aimed at integral human development. One of the most outstanding conclusions of this investigative process is the fact that diversity in the educational horizon indisputably needs a particular pedagogical environment for its recognition, care and development. Ultimately, this research shows us that there can be no recognition and development of diversity in the educational field if a community-based environment is not created through the development and consolidation of an attitude of care among all those who are part of the act. educational in the classroom.