In the Footsteps Left by The Normativity of Letters in Children

Abstract

The study shows how the norms of the Ministry of National Education in the process of teaching
and learning to read and write are evident in the conceptions and practices of the transition
teachers in the educational institution Sagrado Corazón de Jesús, in the Municipality of
Filandia Quindío. The ethnographic design considered the perspectives of teachers, students
and parents in a holistic way. It was concluded that the teachers develop the playfulness and
pedagogical projects from the normative, and integrate traditional activities of preparation,
juxtaposed with others of constructivist intention, as well as the importance of characterizing
the parents in the process.