Pedagogical Accompaniment Proposal in Preschool Education: From Educational Practice to Praxis through Critical Pedagogy and Action Research

Abstract

The purpose of this study was to contribute to the understanding of pedagogical accompaniment as a strategy for transforming traditional educational practices into reflective educational praxis in preschool education. The research was grounded in the theoretical foundations of critical pedagogy and action research, aligned with the principles of the New Mexican School. Methodologically, a qualitative approach based on educational action research was adopted, involving a process of diagnosis, design, implementation, and evaluation of a pedagogical accompaniment proposal applied in three preschool institutions belonging to School Zone J094 of the Toluca Regional Subdirectorate. The participants included three school principals and thirty-three teachers. Findings revealed that existing accompaniment practices were characterized by limited critical reflection, excessive administrative orientation, and weak articulation between theory and practice. Based on these findings, a proposal structured into five stages was designed, focusing on problem identification, educational problematization, situated teacher training, implementation of improvement actions, and ongoing pedagogical accompaniment. The implementation of the proposal promoted collective reflection, strengthened professional autonomy, and encouraged the transformation of educational practices. It is concluded that pedagogical accompaniment grounded in critical pedagogy and action research constitutes a relevant strategy for promoting educational praxis, strengthening teacher professional development, and contributing to the continuous improvement of preschool education.