LUDIC-SPIRITUAL DIMENSION IN PRESCHOOL: A THEORETICAL APPROACH FROM THE ADVENTIST WORLDVIEW

Abstract

This article synthesizes and categorizes the units of analysis defining the ludic didactic theory for promoting spiritual values in Adventist preschool education (2020-2025). An ontological and transdisciplinary vision is assumed to understand the teacher as an architect of social realities who dynamicizes meaningful learning in contexts of vulnerability. Methodologically, it is based on a hermeneutic-interpretative qualitative systematic review, applying rigorous eligibility criteria in databases such as Scopus, WoS, and SciELO. The triangulation of epistemological frameworks and the logic of the third included allow for decoding the semiotic density of educational praxis in regions with high cultural diversity. The findings reveal that the teacher’s "Being-Doing" constitutes the ontological core that transforms the school into a living ecosystem of resilience and democratic participation. It is concluded that improving the school climate requires frameworks that recognize teaching dignity and promote a systemic evaluation based on the ethics of care. It is imperative for public policies to foster situated training to guarantee quality learning and territorial sustainability.