Propuesta Metodológica como una Alternativa para la Integración de Saberes

This article proposes to reflect on the methodological proposal as a degree alternative, as a strategy for problem solving 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 intends to establish a set of guidelines for the structuring of a critical, creative and innovative methodological proposal that responds to the emerging needs of the educational reality and society in general. The methodological proposal becomes a pedagogical and didactic strategy that enhances different abilities, skills and competences in the human being; it is a reference for the professional training that values the investigative processes, the analytical, critical and reflective perception of the diverse facts, phenomena and educational-contextual situations in which the subjects are immersed. In the pedagogue's daily work in the classroom, uncertainty prevails 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 acquired theoretical corpus. The document is based on the phenomenological-hermeneutic method that allows a direct approach to the object of study and favors the understanding of the subjects in their context.