El Habitus Docente y su Incidencia en la Construcción del Saber Pedagógico: Un Análisis de las Prácticas Formativas con Niños Sordos en la Licenciatura en Educación Infantil

The analysis of teaching knowledge in the Bachelor’s Degree in Early Childhood Education is approached from Pierre Bourdieu’s sociological theory, with the aim of understanding training practices oriented toward the education of deaf children. It is argued that the habitus of teachers in training, shaped within a university field that privileges hearing cultural capital, tends to reproduce a predominantly oralist pedagogical approach, thereby limiting the development of genuinely inclusive educational practices. Drawing on the concepts of field, habitus, symbolic capital, and symbolic violence, the analysis examines the institutional mechanisms that naturalize epistemic hierarchies and legitimize the exclusion of sign language and Deaf culture. The findings highlight the need for processes of critical reflexivity and for curricular and institutional transformations that allow the denaturalization of the oralist habitus and promote early childhood education based on the recognition of linguistic and cultural diversity.