Biografías narrativas de docentes: experiencias de adversidad educativa, significados y capacidades. Caso: Docentes en formación práctica: Centros Infantiles del Buen Vivir. Tecnología en Desarrollo Infantil Integral

Abstract

The research responds to the need to know the reality of teachers in contexts of adversity, specifically to describe the experiences, meanings and capabilities of Integral Child Development Technologists, who work in the Children's Centers of Good Living (CIBV) located in sectors of Priority attention in Ecuador. The children's centers, belong to the public sector; they receive children from zero to three years old, who receive, care and early stimulation by teachers and mothers of the community. For this qualitative study, five teachers were selected, using the technique of snowball sampling, using the narrative biographical method, applying semi-structured interviews, for the analysis of the narratives constructed in their own voices, with categorization, codification of results, in the perspective of three main categories: experiences, meanings and capabilities. The result of the analysis identified as situations of educational adversity: first, the lack of support from parents in the participation of children's education; secondly, the inadequate infrastructure of the CIBV, lack of recreational areas and, lastly, they emphasize the scarcity of didactic resources of the centers.