Fundamentos pedagógicos-didácticos para la implementación de grupos de aprendizaje cooperativo para la enseñanza aprendizaje en educación general básica

Abstract

The subject of this essay is the pedagogical-didactic foundations for the implementation of cooperative learning groups for teaching-learning in Basic General Education, the objective of which is to analyze the theoretical approaches to cooperative learning in Vigotsky's proposal, by studying its foundations. theoretical and its importance for the development and implementation in the teaching-learning processes in Basic General Education. This essay follows the methodological conceptions of three fundamental theories that globalize sociocognitive cooperation from Vygotsky's perspective: the theory of sociocognitive conflict, the theory of intersubjectivity and the theory of distributed cognition, its study represents the didactic intentions of socio-constructivism for the implementation of cooperative learning groups for teaching-learning in Basic Education. Cooperative learning is a tool that stimulates cognitive processes and makes interaction between age groups effective. The theoretical bases in the present investigation expose criteria of social interaction and intersubjectivity, where collective thought is irreducible to individual thought. The effectiveness of collaborative learning in the construction and evaluation of the results of educational processes is also demonstrated. The use of cooperative activities provides self-efficacy and motivation. Knowledge transfer is always dialectical in relation to the achievement of common goals. In this way, a space with a high degree of unity, respect and tolerance can be established; so that collaborative learning tools can be used as a way to regulate group relationships.