METACOGNITION AND SOCIAL CONTEXT: A TRANSDISCIPLINARY APPROACH IN RURAL PRIMARY EDUCATION IN ARAUCA

Abstract

Teaching faces daily challenges; therefore, this study addresses metacognition and the social context, two fundamental approaches in the cognitive development of learning within pedagogical practices in primary education, linked to rural reality. The main purpose is to construct a theoretical analysis that relates the reflective learning processes to the dynamics based on the sociocultural environments of rural schools, in places with social conflict and public order issues. Supported by a transdisciplinary approach, with theories of situated learning and social constructionism, the study analyzes the disconnection between curricula designed by the regulations of the Ministry of National Education and these same parameters when applied independently of each place’s social context. This study, within its methodological process, is framed within the post-positivist paradigm with a qualitative hermeneutic approach. Implementing contextual documentary analysis is essential to examine how variables such as social conflicts and cultural identity impact educational cognition. The findings indicate that metacognition should not be limited to an isolated psychological mechanism but rather conceptualized as a collective tool that allows educators and students to cultivate autonomy and resilience. It is evident that incorporating social realities into the educational environment fosters meaningful learning, in which the educator assumes the role of a facilitator capable of transforming pedagogical practices into efforts that rebuild the social fabric.