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The objective of this article is to understand the pedagogical practices and knowledge of Community Mothers (CM) based on their knowledge and practices, in a rural context of social vulnerability. Categories of knowledge and daily experiences that are configured in the framework of initial education in Colombia are addressed, based on the work of the MCs in relation to pedagogy in initial education.
A qualitative methodology with an action research design was used, using the interview and the focus group. The study participants were 7 rural community mothers from the Paya Boyacá municipality, Colombia.
The results present the categories of analysis that intervene for the pedagogy of the initial education approach and that are consistent in the praxis of the CM. Finding barriers in terms of the meaning and appropriation of the concept in initial education in favor of the integral development of children in rural contexts. The pedagogical practices of the CMs are gestated from their empirical knowledge, but with intentions of reflection for transformation.
It is concluded that the CM qualification processes should be oriented with a holistic sense, in relation to pedagogical practice, theories and conceptualization in initial education.
