Construir aprendizajes y convivencia inclusiva en un preescolar urbano marginal

Palabras clave: práctica docente, educación preescolar, interacciones, convivencia, aprendizaje ABSTRACT This work reports some results of a doctoral thesis that carries out an analysis of teaching practices from an interactionist perspective, with the EPR Model which focuses on three action logics: The practices described are subsequently analyzed from a socio-constructivist perspective, highlighting the generation of learning opportunities offered to students. [...]they are reviewed from the inclusion processes that take place.The results show that the teacher's set of rules of action, such as observation and attentive listening to her students; physical closeness; the question as a trigger for reflections; peer tutoring, respect and appreciation and attention to the individual differences of their students, are forms of pedagogical interaction with high potential to favor learning and development, as well as to build coexistence, understood as the promotion of relationships based in inclusion, equity, and participation. Keywords: teaching practice, preschool education, interactions, coexistence, learning INTRODUCCIÓN Esta investigación constituye un esfuerzo teórico y metodológico por documentar una práctica docente (práctica docente) en sus dimensiones epistemológica, pragmática y relációnál siguiendo el modelo EPR de Vinatier (2013), que se desarrolla en un entorno de pobreza y exclusión.