Abstract

Early childhood education is the first link in compulsory education in Mexico. This educational level is fundamental in children’s development to increase cognitive, physical and axiological bases. This article systematize the follow-up of a 20 years of experience Mexican educator. She is currently attending preschool children in an urban context with high social marginalization. It is interesting to recognize the emerging teaching knowledge to attend situations that this context demands; as well as the strategies and mediations that have allowed it to safeguard the formative purposes of the educational level, especially in what the confinement caused by SARS-CoV-2 has caused. The follow-up was carried out from the period between September 2019 and March 2021. It is a case study positioned in the qualitative paradigm, uses the Model of Analysis of School Interactions E-P-R and Tardif Teaching Knowledge conception. The results were derived from the cross-referencing of data obtained from the interviews (in-depth and semi-structured) started in September 2019 -the period before the pandemic-, with observation logs of eight remote sessions performed during social confinement. The results show how the pandemic has created and recreated teaching situations based on the use of teaching knowledge. The main mediations are the use of oral and gestural languages as transversal content. The research has detected knowledge focused on the importance of recognizing the other from situated learning, evidenced in constant adjustments that bring them closer, despite the fact that the interactions are mediated by a screen. Likewise, it is stated and these findings require further study and analysis by teaching community in attention to the methodological strategy.

Keywords Teacher knowledge; early childhood education; pedagogical mediation