Comprensión de la interacción social desde el vínculo alumno-docente del quinto año de Educación Básica. Cuenca-Ecuador

Abstract

The present Curriculum Integration Work is based on understanding social interaction from the student-teacher relationship in fifth year of Basic General Education (EGB). The overall objective was to reframe social interaction in the student-teacher relationship in fifth year of Basic General Education. The theoretical frameworks used were Berger and Luckman's theory of socialization (1986) and Vigotsky's theory (1984) to conceptualize social interaction, while the student-teacher relationship was approached through the philosopher Fernando Savater (1997). The key informants were EGB students aged between 8 to 10 years. The research was conducted from a socio-critical paradigm, aiming to generate a change in the teaching-learning process, and a qualitative approach was chosen for continuous improvement. The selected method was the logical framework, which is participatory, involving students and teachers as active participants. The techniques and instruments used included participant observation, problem tree analysis, evaluation, field diary, observation form, and generative questions. The result of this research showed that students made progressive learning gains by working individually and collectively, considering their talents. In conclusion, learning processes will be significantly influenced by social interaction, as students can construct knowledge through the relationships formed in the classroom context. Moreover, by leveraging the qualities of each learner, they can better integrate into society with all their characteristics, needs, and interests. Finally, it is recommended to work with students based on their interests and needs, as it is well known that each learner is unique.