This article intends to reflect on the methodological proposal as an alternative degree, as a strategy for solving problems and as a way of integrating knowledge that allows the integral formation of human beings; in this sense, this document explains in detail each of the stages of its constitution and analyzes its characteristics, contributions and structure. This work aims to establish a set of guidelines for the structuring of a critical, creative and innovative methodological proposal that responds to emerging needs of the educational reality and society in general. The methodological proposal becomes a pedagogical and didactic strategy that strengthens different abilities, skills and competences in the human being; it is a reference for professional training that values the research processes, the analytical, critical and reflexive perception of the diverse facts, phenomena and educational-contextual situations in which the subjects are immersed. In the daily work of the pedagogue in the classroom, uncertainty predominates about the processes that should be followed for the student to apply the acquired knowledge, hence the content presented in this manuscript can be an opportunity, an exercise and an action to be executed so that the student can put into practice the theoretical corpus acquired. The document is helped by the phenomenological-hermeneutic method that allows a direct approach to the object of study and favors the comprehension of the subjects in their context.
|Translated title of the contribution||Methodological Proposal As An Alternative For The Integration Of Knowledge|
|Original language||Spanish (Ecuador)|
|Journal||Cátedra (Editor Universidad Central del Ecuador)|
|State||Published - 29 May 2019|