RETHINKING SCHOOL KNOWLEDGE BASED ON THE SOCIAL DYNAMICS OBSERVED AT THE 'LICEO FREIRE' EDUCATIONAL INSTITUTION

Abstract

Education is the basis of cognitive, emotional and social development of the individual; it provides tools to face the challenges of a society that is constantly changing, fostering critical thinking and reflective action to respond to the immediate needs of the environment and the relationship with others. This study is oriented towards a reflective analysis of the fundamental aspects of the educational model, the pedagogical approaches and the teaching strategies used by the teachers from the Liceo Freire de Pitalito-Huila. This study is based on participatory action research, which allowed us to collect information directly from the experiences and perspectives of teachers and students. Likewise, a qualitative approach was adopted from a hermeneutic-critical perspective. Field observation, the interview technique and a checklist were used. The results show the integration of the socio-constructivist, critical and dialogic models, based on the relationship between theory and practice. This integration transforms pedagogical knowledge through acquired knowledge, facilitating reflection and experiential learning in the context.