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Situated pedagogical support and curricular resignification in initial education in Bogotá
This research aimed to identify and explain the most significant changes in the curriculum from 2014 to 2020 at the Veinte de Julio Educational Institution in Bogotá, within the framework of Pedagogical Accompaniment (ACP). As well as determining which aspects within the ACP had the most impact on these changes. A qualitative and inductive methodological design was used that included direct observations and semi-structured interviews, collecting meanings from the experiences of teachers and directors. The results reveal the consolidation of the identity of initial education, transformations in the curriculum in relation to perspective, its structure and, finally, changes in the way evaluation are conceived. The findings demonstrated that the ACP, from a participatory approach, allows mobilizing qualification, pedagogical reflection and, along with this, pedagogical transformations at the curricular level, a crucial aspect currently in the country, due to the implementation of the degrees: pre-kindergarten, kindergarten and transition in the official educational system.
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