Teachers' Voices on Curricular Transformation: The Case of the Early Childhood Education Program at Universidad San Gregorio de Portoviejo

Abstract

The article aims to examine the theoretical and methodological application of the curriculum redesign of the Early Childhood Education Program at Universidad San Gregorio de Portoviejo from the perspective of its faculty. The research adopted a qualitative and diagnostic approach, using the hermeneutic method. Primary data were collected through semi-structured interviews, and the results were analyzed and interpreted through a semantic procedure. Participants included faculty members involved in the implementation of the curricular proposal.The findings highlighted the interdisciplinary approach to curricular content, the use of participatory methodologies, and teacher mediation from a humanistic perspective. It was concluded that the theoretical and methodological application of the curriculum redesign, according to the perception of the faculty, is considered innovative and student-centered, emphasizing the student as an active participant in the learning process. This approach fosters a more holistic and integral pedagogy aimed at the comprehensive development of students, highlighting their active engagement in their educational journey. This pedagogical vision can significantly contribute to improving the quality of teacher training and, ultimately, enriching the educational experience of future early childhood education professionals.