CONTEMPORARY DIDACTIC APPROACHES: A CURRENT OVERVIEW

Abstract

When we talk about education, we must relate it to the structuring of innovative ideas, dependent on possibilities offered by cultural, political, social, and many other tools, which are executed in order to enrich human knowledge, since it has a participatory and integrative character of reaffirming at all times that right of being, guaranteeing the use of knowledge in a variety of essential areas for the progress of the person. In this process there are determining actors that are mentioned in the clearest possible way, but not in order of importance since they are all extremely important and integrate the world of knowledge. Given this, the objective is to analyze from a theoretical component the foundations of contemporary didactic approaches, from a current panorama. Giving way to consider realities and applications in a teaching-learning process with a critical and modern look. For this, the present article is oriented from a qualitative approach, from the documentary design generating the possibility of presenting an essay-type text. Within the entire pedagogical process seen in the classroom day to day, an endless number of situations emerge that give rise to both significant academic and personal learning, that student who understands and assimilates the content that the teacher provides in a different way than others, some can do it faster, others slower, but right there is the great challenge, or better the seal of the vocation for the work, supported by styles, methods, forms, strategies, planning, didactic sequences, pedagogical approaches, which are permanently adjusted to cultural, contextual, technological, psychological, social, family aspects, and are grouped to teach from a multiplication table to a life project.