Socio-Community Teacher Training in the Early Childhood Education Career at the National University of Education

Abstract

The Initial Education career of the National University of Education reconsiders the training of teachers-researchers in the Ecuadorian and regional context, which facilitates teaching-learning processes with children from 0 to 5 years old, as actors of transformation in territory through the attention and resolution of problems in the educational field, from a framework of equity, interculturality, inclusion, pedagogical and social innovation. In this sense, an analysis of the career in its socio-community dimension is presented, according to the pedagogical foundations of the university, curricular elements and what the respective territory demands. The methodology used is part of the qualitative approach and documentary research. The theoretical contributions are based on the Social Management of Knowledge and the conceptions of connection with the collectivity according to Vallaeys (2014), Martínez (2011) and Santos (2004). The documentary review was carried out from the political, educational and social dimension, also revealed in institutional reports. From the analysis, it was possible to achieve the conceptual and contextual foundation of teacher training in the Initial Education career from and for a community-based dimension; its characterization and the advances and challenges of this process with emphasis on preprofessional practices as a dynamic scenario.