Educational Planning from the Teacher Imaginary in Basic Education

Abstract

The educational planning of the teaching imaginary in recent years has had a considerable impact on the teaching and learning process of students, mainly in the way the educator has approached this process through daily planning and the construction of teaching projects. learning, avoiding the techniques, strategies and resources as fundamental elements in the planning seen in the curricular reforms as well as in the curriculum of the Bolivarian educational system, therefore through this essay it is intended to understand the meaning attributed by the imaginary to achieve a planning that provides responses to the needs of students where the contextualization of their social environment is reflected, because the teacher is sure in the elaboration of them, thus achieving the transformation in education. This is based on the Theories of Social Imaginaries by Pintos (1995); the Imaginary Docent of Castoriadis (1975); and Blumer's Theory of Symbolic Interactionism (1969). It was framed in the hermeneutical phenomenological approach, which allowed the approach to the understanding of the social environment of these imaginary teachers in the daily praxis from their daily lives.