Influencia de la realidad contextual en la planificación del proceso de enseñanza-aprendizaje de las ciencias básicas

Abstract

The article presents some of the main results of the research project: "Didactic contextualization in the teaching-learning process of Physics, Chemistry and Mathematics". They were implemented to perfect the work with the curricular coherence, starting from the contextualization of planning the teaching-learning process of Basic Sciences. In this regard, several shortcomings were highlighted and the contextualization of the didactic process of these sciences was undertaken, based on the articulation of interactions according to the contextual reality. This was done by taking the levels of development of those involved as a foundation from the Historical-Cultural Approach. The essence of the proposed solution consisted in the use of several curriculum organizers for planning the teaching-learning process, with an integral pedagogical diagnostic as background, addressed to five fundamental contexts. From this perspec-tive, the subjectivity of the people involved in the process of teaching and learning was integrated with the objective reality. It was considered the material world, objective aspects of reality, but also the world of mind, the mentality of its members. The study was implemented in several pro-fessional careers, for which an experiment was organized and conducted. In addition, it was verified that in this way the coherence in the curriculum that was taught and learned was elevated, which translated to enhance the quality levels of the service that was provided and received in the attention to the diversity that was presented in the classrooms.