Formando profesionalismo desde las asociaciones de Educación Infantil: discursos de su profesorado en Chile
DOI:
https://doi.org/10.30827/profesorado.v28i1.29674Schlagworte:
asociaciones profesionales, Chile, discursos, educación infantil, profesionalismo, profesoradoAbstract
Este artículo explica cómo los discursos sobre la participación en asociaciones profesionales del profesorado de educación infantil (APEI) chileno, constituyen un rasgo central en la construcción del profesionalismo en este campo. Siguiendo el enfoque de la Teoría Fundamentada Constructivista, se adoptó un método holístico de estudio de caso abductivo, con una muestra de 18 casos nacionales de APEI y 78 profesoras de Educación Infantil (en adelante EI). La producción de datos se basó en 18 entrevistas individuales en profundidad y 9 grupos de discusión, analizados cualitativamente mediante un proceso de codificación de comparación constante en cuatro etapas. Los resultados muestran que el profesorado de Educación Infantil (EI) relacionan la participación en diversos APEI con la construcción de profesionalismo, en torno a un entramado de cuatro discursos: política transformadora, empoderamiento pedagógico, condiciones de trabajo dignas y luchas históricas y renovadas. Debatimos cómo estos discursos conforman un ecosistema emergente de APEI. La importancia de esta teorización radica en hacer visible cómo la participación polifacética del profesorado de la EI se reorganiza en el fragmentado contexto neoliberal, haciendo posible el diálogo, el debate y las asociaciones. Esta participación en las APEI desdibuja las concepciones tradicionales del profesionalismo, abriéndose a nuevas nociones basadas en un profesionalismo más democrático, de base y postmoderno.
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