La escuela por el territorio: resignificación del territorio en las prácticas pedagógicas de los docentes de Ciencias Sociales

Abstract

The present work entitled The school for the territory: resignification of the territory in the pedagogical practices of the teachers of social sciences, aims to contribute to the reflection and resignification of the territory from the pedagogical practices of the social science teachers of the Fernando Mazuera school of the locality de Bosa in the city of Bogotá, with a group of tenth grade students from the College, The purpose is to assume the territory as an articulating axis of knowledge, feelings built in the school, in the family, in the neighborhood and the locality. As a result of the geographical, social and historical processes and starting from the reality that the students live and inhabit; expressed in the dialectical school-territory relationship, which underlies the social and collective construction of the territory. For this, four moments are proposed in the methodological development of the research methodology. The first seeks to identify the relationships that occur in the school, the second to make the concept of territory visible by teachers, students and family then approach the territory from cognitive mapping, as part of pedagogical practice in teaching and learning. of the social sciences in the end, the development of a toolbox is proposed as a pedagogical and didactic strategy that contributes to the redefinition of the territory in the school, framed from the Communego.