Material concreto y su influencia en el aprendizaje significativo en el área de estudios sociales, en educación básica

Abstract

The current education system requires teachers more and more preparation and better management, because they must respond to the demands of an increasingly accelerated and changing society, therefore their level of performance must be much more demanding, in this context it is essential that a process of reflection is established to be placed in a real context that allows to show these weaknesses and to undertake substantial improvements that improve the educational system. One of the critical points to consider is the teaching performance in general and in a particular way in the academic process, specifically in the methodological aspect, where the appropriate and relevant use of teaching resources and concrete material comes into play, in the area of social studies , where it has been noted by the characteristic of this subject a deficiency in its teaching process, since being eminently theoretical, it needs to be recreated in context to be well learned, and this is achieved with an appropriate methodological application. Based on this justification, the present work is based on the qualitative methodology, supported by the application of the synthetic analytical method, for this purpose a field study was accentuated, with the support of first-level scientific literature, with high relevance, with which it was possible to obtain adequate information, which will later be systematized and correctly ordered, which will guarantee the veracity of the results obtained; This work is based on mixed, phenomenological research, with descriptive characteristic. From this, a diagnosis was constructed, based on the results obtained in the Tenguel educational unit, where the low use of concrete material in the teaching of the subject of social studies could be identified, which makes the process very different from the Significant and constructivism learning, which decouples with the proposal of the 2016 curriculum model, where it proposes in its core the application of constructivism, for this reason, this diagnosis leads to generate a proposal based on the implementation of training workshops and teacher strengthening to improve teacher management, thus achieving comprehensive educational action. This research is made up of a proposal based on the result reflected in obtaining results from this work, which allowed us to show a clear flaw in the methodology applied in the area of social studies, thus assuming an action conducive to get the teaching staff to improve an aulic action and link with the proposal of the Ministry of Education and its 2016 curriculum proposal. Undoubtedly, the teaching-learning processes, applied in this area, still have deficiencies, especially in regard to the use of concrete material, applicable to subjects of this subject, which affect the structuring of components that lead and are linked to a social moment and not in a definitive way to a consolidated system of processes that respond to a context and a situational reality, that requires attention in an effective way to your needs and demands.