El cómic "contextual" como dispositivo de concienciación: coeducar en los servicios educativos para la primera infancia durante la fase de adaptación
Palabras clave:
Fase de adaptación, Coeducación, Conciencia parental, Cómic, Servicios educativos para la primera infanciaResumen
El presente artículo explora el uso del cómic como herramienta de concienciación pedagógica durante la fase inicial de adaptación a los servicios educativos para la primera infancia, a partir de un proyecto de investigación-acción realizado en un contexto educativo específico del territorio napolitano. Superando la visión de la adaptación como un proceso unidireccional centrado casi exclusivamente en el niño, se propone un paradigma sistémico y coeducativo que valora la interacción relacional entre educadores y cuidadores. En este marco, el cómic cumple la función de lenguaje reflexivo y dispositivo narrativo multimodal capaz de representar simbólicamente y deconstruir críticamente algunas configuraciones relacionales observadas, especialmente en las modalidades y los momentos de separación y reencuentro. Estas narrativas visuales actúan como desencadenantes de la reflexión de los cuidadores, promoviendo la conciencia compartida, el diálogo intercultural, la construcción colaborativa de significados y el fortalecimiento de la alianza educativa. El estudio subraya el potencial transformador y educativo del lenguaje visual para favorecer procesos de autorreflexión y colaboración en los contextos de educación infantil.
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