Transdisciplinary Planning Project Learning

Abstract

The learning projects allow the teacher to recognize their experiences, knowledge, skills, strengths, weaknesses, potentialities to decide what and how to teach; Allow the contextualization of components of knowledge areas with a holistic and systemic view, taking from the environment data, events, knowledge that contribute to the humanist and integral formation of students, to the development of their social conscience, to the achievement of the profile of the new Citizen who aspires to society. This in its management process will enhance the reconstruction of thought to achieve teaching. The study generated theoretical references of the transdisciplinary planning of the learning projects; Framed in a qualitative approach, supported by the documentary method, using hermeneutic-dialectical validity and reliability, with the qualitative research processes: categorization, structuring, contrasting and theorizing. It was evidenced that the teachers in the planning of the learning projects show a mechanical and routine attitude, which does not allow to see the systemic relation of the planning process, there is fragmentation, the teacher does not achieve the transdisciplinarity of the curriculum due to its positivist vision of reality. It is necessary to direct a teaching perspective based on the epistemological reconstruction of its action based on transdisciplinarity.