Sistematización de experiencias investigativas de la práctica: propuesta para la construcción de aprendizajes personalizados en Educación Básica Superior

Abstract

The present research work, summarizes the ideas of the authors related to the systematization of experiences of the preprofessional practices developed during the 6th and 7th cycles, directed to the investigation of personalized learning in higher basic education. Take into account the contributions of the educational sciences, the didactics and the methodology used in the process of building personalized learning, due to the existence of pedagogical weaknesses in the construction of personalized learning in the sublevel of Higher Basic Education. The work aims to: systematize the research experiences of the practices to propose a strategy aimed at the construction of personalized learning at the level of Higher Basic Education, for which, what is stated by Jara (2018) regarding the concept of systematization, which requires a reconstruction of the experiences lived in practice, the logical ordering and its critical interpretation, aimed at transforming the educational reality, is assumed. This transformation is based on the most current conceptions of strategies, whose actions and procedures allow the improvement of teacher preparation so that it is reversed in the training of students. The methodology used takes into account the paradigm of qualitative research, centered on the systematization of experiences of practice, as the main method to which other qualitative methods and techniques are integrated, observation, group interview and document analysis, which facilitate the construction of a strategy "Strategy for the preparation of the teacher aimed at the construction of personalized learning in higher basic education." directed to the preparation of the teacher for the construction of personalized learning applied to the sublevel of Higher Basic Education; that allows them to identify and attend from the critical analysis the learning needs sustained in the theory-practice relationship.