El auto conocimiento como estrategia didáctica en el aprendizaje de competencias conceptuales de comunicación social -Sistematización de experiencias

Abstract

When it comes to teaching theories or foundations in the different fields of science, the imaginary that one has intuitively is a magisterial teaching, where the teacher has the knowledge and the students are mere recipients of authors, theories, approaches, concepts, dates. For students the theoretical is boring, heavy, difficult. It should be said that the same characterization of young people that is presented today; makes it necessary that the teaching-learning processes in this type of academic spaces change so that the student not only understands the theoretical foundation of the field, but at the same time the learning becomes significant for both the teacher and the student, that is, that the theoretical occupies the space that it should have as a guide in the understanding of the world from each of the fields of knowledge. Therefore, all of the above requires that the didactic practice fosters spaces of recognition and participation of both actors and that it is in the classroom setting where the tension of teaching communication and communicating to teach acquires a new meaning. Making changes in didactics to teach the foundation component has permanently challenged my 30-year tenure as a teacher. The technological and generational evolutions of the young people who accompany us in the class make us think and rethink these strategies and didactics. But, definitely problem pedagogy and problem-based learning has made to modify the pedagogical and didactic practices of my teaching-learning processes, this was around 2012 when I reviewed my way of pedagogy oriented to problem-based learning there in a foundation teaching context in the first semester. Understanding from a qualitative analysis the results of learning with these didactic activities allows finding new routes for the teaching of communication from a contextualized perspective and located in the environments of the students. The systematization of experiences as a methodology of analysis makes the teaching-learning process much more valuable insofar as it highlights the students' processes and brings what is expected and what has been learned closer to the possibility of improving to continue