SOCIALIZING FUNCTION OF THE SCHOOL IN CYCLE ONE OF PRIMARY: FROM COLLABORATIVE AND COOPERATIVE MODELS

Abstract

The educational system within the framework of comprehensive training must fulfill a socializing function based on intentional action by the teacher from the beginning of the educational process, thus its management during the first cycle of primary school is of great relevance, given that children enter a new environment where relevant aspects of their lives are forged in relation to others. In some cases, this mission is difficult because the children have gone through a previous stage of socialization in their family environment that has not allowed them to acquire skills or abilities for their adaptation, interaction, or integration with their cultural context, therefore, it is constituted It is a challenge for teachers to make up for these deficiencies or enhance social skills. Likewise, the purpose of the article is: This article exposes the socializing function of the school in cycle one, from the perspective of collaborative models to promote pedagogical mediations. In this sense, an exploration of conceptual foundations is carried out on the socializing function and the scenarios that favor it, emphasizing the school. Secondly, it is intended to characterize cycle one in the Colombian context, and its legislation in relation to the socializing function of the school. Thirdly, it is considered relevant to establish aspects of the collaborative model and the relevant pedagogical mediations to fulfill said function in cycle one. From this perspective, the problem to be solved is: How is the socializing function of the school in the first cycle characterized from the perspective of collaborative and cooperative, models to promote relevant pedagogical mediations? Finally, the purpose of the article is to generate interest in the exploration of alternatives for the promotion of socializing environments in the school context.