Construyendo sentido sobre las transiciones al inicio de la escolaridad

This research problemizes the transitions that take place at the
beginning of schooling, with the aim to construct meaning, at a private school
in Bogotá, Colombia. The research problem turns around the expectations
and problematizations undergone by children from their own perspective, as
well as those undergone by parents, teachers, educational administrators and
experts. It is determined whether the institution has educational directives or
not to facilitate those transitions, that will have an impact in the children’s
capacity to learn how to learn and will guarantee their retention at school.
The epistemological option is historical hermeneutic. The procedure resources
used are focus groups, drawing and narration workshops, as well as semi-
structured interviews. Triangulation was the methodological resource for the
analysis of the data collected. The textual productions from the various actors
are processed through the combination of the elements of the socio-semantic
analysis and the pattern-matching logic.
It was stated that the institution does not count on institutional directives for
the transitions, but it has an institutional culture that enables the articulation
practices that have a positive impact on the capacity to learn how to learn of
the children that participated in the study. From the analysis of the results,
various questions were asked about the transitions resulting from the tensions
between cultural continuity and discontinuity, convergence and divergence,
and dominance and emergence. Finally, some suggestions to design possible
educational directives that will contribute to handling transitions were made.