Estrategias didácticas del modelo crítico social para el desarrollo de competencias en ciencias sociales
Alcaraz Hoyos, María Bernarda
Alcaraz Hoyos, Yaneth Patricia
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AbstractThe objective of the research was to generate strategic guidelines, inspired by the critical social approach, aimed at strengthening competencies in social sciences in elementary school students of the District Educational Institution of Pedagogical Experiences of Barranquilla, Colombia. It is based on theoretical postulates of Bohórquez (2018), Guidance Guide Saber 110 (2018), Freire and Faundez (2013), Díaz and Hernández (2010), Tobón (2010), among others. It was oriented under the interpretive paradigm with an experiential introspective approach. It was classified as descriptive, analytical. The analysis units were made up of five (5) documents, two focus groups: one of eight (08) students and the other of eight (08) experts; The data were collected through documentary analysis, semi-structured interviews, and focus group interviews, requiring the use of an analysis matrix, semi-structured interview script, and focus group interview script. The analysis of the qualitative data was guided by means of documentary hermeneutics and data triangulation, being necessary the application of instruments such as digital portfolio, interview record and focus group interviews, document analysis matrix and categorization tables. The validity and reliability of the instruments used is linked to the regulatory rigor with which the processes were applied in the investigation and the opinion of experts. The results reveal didactic strategies of the social critical model that are not defined and unclear in the documents that guide planning. The application of the four (4) strategic guidelines generated was recommended.
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