Transposición Didáctica para el Aprendizaje Significativo en la Formación Integral de Estudiantes de Educación Superior

Abstract

This dissertation was based on the theory of didactic transposition to demonstrate meaningful learning from the methodological implementation in qualitative paradigm in participant observation with students of the module of nutritional care in pregnant women and sick newborns in an undergraduate training course for a area of ​​professional performance, maternal and child clinical nutrition. It demonstrated the achievements in learning in the assessment of skills and perception in three cohorts of students in face-to-face mode and remote class. This research contributed to the dimensions in comprehensive training for performance in care practices with patients and subsequent professional performance, which is why it is of interest to health sciences and in all disciplines in higher education. With the didactic transposition as a science, it has been shown that it is possible to transcend traditional methodologies, because it allows dimensioning the pedagogical act designed by the teacher, selecting the contents and his approach to wise knowledge, the discipline he teaches, his experiences, their learning, is their own construction to guide student learning. This exceeds the programming of themes to be developed and completed. The pedagogical intervention in three cohorts of students, in a representative number of students, allowed to evaluate results in didactic construction with reflective analysis in problem solving aimed at meaningful learning, through participatory work with autonomy and mediated by the teacher with a positive perception of the students. students about their learning. Based on the results, knowledge in education is contributed with the design of the didactic sequence and integration matrix in didactic transposition for meaningful learning and the comprehensive training of students in higher education.