El ABP y el fomento del interaprendizaje para la enseñanza de la convivencia en la asignatura de E.E.S.S en el 7º año de EGB de la UEM Sayausí

Abstract

The present research was carried out virtually in Unidad Educativa del Milenio "Sayausí", where the resources and methods used by the teacher of the 7th year of Basic General Education for the teaching-learning of Social Studies were analyzed. This study was based on descriptive research with the interpretative approach, in the same way the instruments used for the collection of information were: participant observation (virtual) for 14 weeks, documentary analysis (PEI, PCI, PUD), weekly field diary, observation guide that was applied for 3 weeks and the semi-structured interview aimed at the educator, through 9 questions that focus on the educational practice that is actively worked with students, in relation to strategies, resources, activities, etc. This research project has analyzed concepts such as problem-based learning and inter-learning, to answer the question: How to improve the teaching-learning process in Social Studies in students of the 7th year of Basic General Education promoting inter-learning? During the pre-professional practices, it was observed that the teacher does not use didactic activities focused on inter-learning in the subject of Social Studies, which reflects significant learning in a group way. When observing the lack of strategies in the subject of Social Studies, in which the student is the main actor of learning in a social way, a proposal was determined, based on this problem; so, a didactic manual was designed aimed at this area as a guide so that the teacher can apply it, in the teaching of block 3 "coexistence" through the Problem-Based Learning (PBL) strategy. PBL within the educational field has a fundamental role, since it allows students to participate in their own learning, through the development of research activities that give solution to a real problem presented by society, so this strategy encourages critical and investigative thinking of learners.