Prácticas pedagógicas de la enseñanza y el aprendizaje, declarado en el modelo educativo pedagógico de la universidad Santo Tomás, Colombia

Abstract

The Universidad Santo Tomas (USTA), through its Educational Pedagogical Model (MEP), points out a clear option for problem-solving pedagogy and problematizing methodology of knowledge, which motivates its main actors, teachers and students, to carry out a delimitation of the problems on which the academy should focus on finding solutions and alternatives to contribute to the needs of society and the country. From this perspective, the weaknesses of the teaching task, influenced by the visions that it assumes in front of the teaching and learning, limit the actions tending to the development of the competences of the students in diverse academic environments. Scientific problem: What pedagogical practices, circumscribed to the problémico approach, declared in the MEP of the USTA, prevail in the sample object of study in relation to the teaching and learning processes in the undergraduate programs of the Headquarters?, objective: Characterize the teaching and learning processes, in coherence with the problémico approach that prevails in the sample object of study of the undergraduate programs of the USTA - Main Headquarters. A documentary review of the curricular concretions of the sample was carried out, an online survey was applied to 493 teachers, a survey and a focus group for members of the Curriculum and Teaching Particular Committee. Results: insufficient use of didactic strategies according to the problémico approach, the rhythms and styles of learning that propitiate the autonomous, participative, collaborative learning and the development of competences and of the critical and creative thought.