DIDACTIC PROCESSES BASED ON SOCIOFORMATIVE COMPETENCIES FROM THE POINT OF VIEW OF ELEMENTARY SCHOOL TEACHERS.

Abstract

This scientifically rigorous article is based on the importance of socio-formative competences as elements of concretion of teaching practices in Colombian elementary school scenarios. Based on this, the methodological approach was oriented from a qualitative methodological perspective, based on a field study associated to the phenomenological method, with an interpretative epistemological vision. Its general purpose is to understand the didactic processes based on socio-formative competencies from the point of view of Colombian elementary school teachers, specifically in public educational institutions in Norte de Santander. In correspondence with this, from the testimonies of the teachers (five teachers: grades 1,2,3,4 and 5) of the Sagrado Corazón de Jesús Educational Institution, who were the key actors of this research report, elements of theoretical and practical significance were considered, associated to the socio-formative approach by competencies and its correlation in the didactics that emerges from the spaces of the elementary basic education, based on the achievement of the basic learning rights (DBA). The findings of this research demonstrate the curricular and didactic gap that exists in pedagogical practices regarding the implementation of a competency-based curriculum, and the discrepancies between the didactic approach and the elements that should be incorporated into the educational phenomenon in order to conceive a true holistic education.