The educator of babyhood and his performance in the rural context

Abstract

Introduction: This study addresses the shortcomings in the professional performance of early childhood educators in rural Cuba, which limit comprehensive and inclusive educational care for preschool children and guidance for their families. It is based on the need for educators with a leading role, capable of contextualizing the curriculum and coordinating intersectoral actions, in accordance with the demands of the country's educational improvement. Materials and methods: This applied research was conducted in the municipality of Segundo Frente (Santiago de Cuba) with a population of 78 educators. Theoretical (dialectical-materialist, systemic-structural), empirical (observation, interviews, surveys, document analysis), and statistical methods were used. The diagnosis focused on indicators such as professional skills, curriculum organization, and the pathways to achieving educational goals in this context. Results: The main findings revealed shortcomings in the educators' diverse training, limitations in their professional skills for intersectoral work, and a lack of tools for comprehensively diagnosing the family and community environment. As a proposal, a flexible, contextualized, and intersectoral pedagogical strategy was developed and implemented, structured in stages of awareness-raising and diagnosis, planning and implementation (with workshops, a postgraduate course, and a mountain event), and evaluation. Discussion: The assessment by specialists highlighted the feasibility, applicability, and relevance of the strategy. Its practical application showed a considerable improvement in the educators' mastery of their professional functions and skills, evidenced by better preparation and execution of the educational process, although challenges remain in consolidating intersectoral actions. Conclusions: The existence of inconsistencies in the professional performance of these educators is confirmed. The proposed pedagogical strategy is considered relevant and feasible, demonstrating its scientific and methodological value for achieving effective early childhood education in the rural context.