Resumo

ANDRADE-SANCHEZ, Fernando; LEMUS-MANRIQUE, Lina María; LIZARAZO-MOSQUERA, Deisy Carolina  e  MERLANO-GALVIS, Elba Janneth. Three decolonial ruptures to rethink professional training in Early Childhood Pedagogy. Rev.latinoam.cienc.soc.niñez juv [online]. 2018, vol.16, n.1, pp.115-127. ISSN 1692-715X.  https://doi.org/10.11600/1692715x.16106.

The ruptures presented in this article form part of the epistemological constructions required to develop the main purpose of a research study that aims to characterize the discourse and practices of teachers and students in the Uniminuto UVD Early Childhood Education undergraduate degree in relation to the educational assistance provided to people with “dis”abilities. This is an interpretative descriptive qualitative study that uses a historical hermeneutic paradigm and involves the participation of a representative sample of teachers and students from the undergraduate degree. The researchers engaged in dialogue with these groups, starting with the discursive constructions that emerge from decolonial readings and re readings based on traditional understandings of the professional formation of early childhood educators in the light of diverse human capacities encapsulated by people with “dis”abilities.

Authors’ key words: Coloniality of norms, decolonial rupture.

Palavras-chave : Inclusive education; professional training; childhood; students with disabilities (Unesco-OIE Educational Thesaurus)..

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