Modelos pedagógicos y prácticas áulicas en primero de básica en una escuela particular de la ciudad de Quito

Abstract

The work was elaborated with the purpose of analyzing classroom practices in order to demonstrate the incoherence with the pedagogical model applied in the first-grade classroom from a private school in the city of Quito. The problem that was determined was that teachers do not define a pedagogical model, which produces a dichotomy between practice and theory, damaging the educational task. Some of the concepts considered were teaching, the role of the teacher, types of pedagogical models and pedagogical models in early education. The methodology used for this research was qualitative, which allowed for the collection of data in the classroom through observation and the field diary instrument where each of the classes taught by the teacher were detailed. Finally, it is concluded that the pedagogical model applied in the first-grade classroom is the traditional one, causing an incoherence with the model defined by the institution: the constructivist model. It leaves aside the active role that the student should assume in the educational process, allowing him to build his own knowledge and the importance of using resources and giving a logical sequence to the activities to consolidate learning.