El modelo pedagógico problémico y las prácticas pedagógicas vistas desde el currículo en la licenciatura en educación preescolar de la Universidad Santo Tomás de Aquino

Abstract

USTA's degree in Preschool Education is analyzed from the problémic pedagogical model which allows the student to actively participate in his learning, where they generates questions to which they looks for solutions, in this aspect we take the appreciations of (Ortiz Ocaña, 2009) who sees in this model the opportunity to form students with capacities to investigate and to give answers to questions that are arising during their learning process, Similarly, the pedagogical practices seen from the program's curriculum are taken as essential elements to determine the relevance in the formation of educators, where it is sought that they are critical to their work allowing for transformations that favor the learning of preschool children.