Student pedagogical perceptions: the experience of the Preschool Education career, Sede Rodrigo Facio, Universidad de Costa Rica

Abstract

In this article, the theory of the paradigms of the XXI century, systematized by Carbonell (2017), is contrasted with the educational reality manifested in the implicit and explicit curricula of the Preschool Education career, of the Sede Rodrigo Facio of the Universidad de Costa Rica. (UCR), from the perspective of the students attending undergraduate and graduate degrees, during the period between 2021 and 2023. The study was carried out from a quantitative approach, self-administration instruments were applied for 6 groups of students, 123 total. It should be noted that the entire population studying this career was covered. It is determined that for all the pedagogies, the answers were inclined to affirm that there was a great relationship between theory and practice. It is concluded that in the career manifestations corresponding to the premises selected for the 8 pedagogies proposed by Carbonell are perceived: systemic, critical, free non-directive, non-institutional, those that promote the integration of knowledge, inclusion-cooperation and finally, those that promote a serene and sustainable education. It is recommended to analyze the variability of including the premises of the least present pedagogies.