PROJECT-BASED PEDAGOGY AS A CURRICULAR-SOCIO-FORMATIVE REFERENCE IN THE DIDACTIC PROCESSES OF BASIC PRIMARY EDUCATION

Abstract

In the Colombian educational context, project-based pedagogy has emerged as a transformative approach capable of responding to the contemporary challenges of basic primary education. The importance of project-based pedagogy lies in its ability to articulate learning from a contextualized vision, with the integral training of students, promoting the resolution of real problems and the development of citizenship competencies, hence, this approach not only facilitates the integration of knowledge, but also strengthens the autonomy and active participation of students in the learning process. The purpose of this article was to understand the importance of project-based pedagogy as a curricular methodology towards socio-training within the didactic processes of Colombian basic primary education. In the presentation of this reference, each of the theoretical and conceptual elements associated with the topics that refer to the contribution of project-based pedagogy to the formative processes of Colombian education are highlighted, where a meticulous interpretation process was established through the technique of content analysis.  elaborating a configuration of aspects associated with the reality addressed. As significant findings, it can be conceived that Colombian basic primary education maintains in its pedagogical experiences some aspects of pedagogy towards the fulfillment of objectives, which retracts the competency-based training that maintains the elements of project-based pedagogy as an integrated reference to socio-training as a curricular methodology.