La práctica docente como práctica social: niveles y desafíos de su articulación curricular en la formación de docentes de Educación Inicial

This article examines the curricular articulation of the Teaching Practice Unit (Práctica Docente, PD) in three Higher Institutes of Teacher Education (ISFD), managed by the Province of Córdoba (Argentina). It is organized around three analytical levels -horizontal, vertical and inter-institutional- and it draws on a qualitative, descriptive-interpretive study: documentary analysis, interviews with two members of the provincial curriculum team and five school principals, and a survey of nine PD instructors. Results show specific devices for horizontal articulation (integrative workshops and seminars), vertical articulation (spiral progression and complementary regulations), and a relationship with partner schools that participants themselves describe as still developing. Limitations, including the absence of partner schools' voices, and the relation to recent provincial curricular changes are discussed.