EDUCATIONAL PRACTICE FROM THE APPROACH OF ACTIVE PEDAGOGY

Abstract

The introduction and development of active methodologies in the teaching-learning process constitutes the essence of research, from the educational practice in Ecuadorian educational contexts. The main results obtained are summarized in: the need to consider the experiences of teachers in search of educational quality; understand that the so-called active methodologies, by themselves, do not achieve any transformative effect; if the development of critical thinking in students is not encouraged, preparing them to be permanent questioners of their surrounding reality, where the sharing of ethical values ​​governs the mode of action of the educational community, otherwise, their effectiveness will be insufficient . The need to move to a multiplier pedagogical leadership in the role of managers; promoting cooperation and collaboration among teachers constitutes another first order consideration; The transformation of the role of the teacher in a guide and companion in the process of teaching and learning of students is affirmed as vital; as well as it is reaffirmed that the social conditions in which the students develop, are extremely important for the process of integral formation of the students. These are conclusive ideas in the proposal, which have been verified since educational practice.