Desafíos de una investigación acción de la Etapa Infantil en entornos de pobreza

Abstract

[Abstract] We present some of the findings of an action research carried out in collaboration with an early childhood education Spanish teacher in a public school located in the region of Galicia. We are interested in knowing and analyzing children’s experiences about poverty. Poverty generates important problems at families and stressful situations which produce disaffection processes on children. We will expose key issues that became the axis of the deliberative processes carried out with the teacher. We will explain the transformations that took place in classroom life because of the reflection-action processes on poverty maintained with the teacher as facilitators and we will propose ideas for a teaching practice committed to the fight against discrimination and exclusion to prevent the economic racism in the classroom. Our research is oriented by principles of critical pedagogy. Our observations and analyses found that children in situations of economic disadvantage make valuable contributions at school life if the teacher places social justice at the centre of teaching practice and empowers pupils from poorer backgrounds by recognising the value of what they say and do.