Methodology for the formulation of interactive didactic situations based on educational innovation

Abstract

This incursion, synthesis of the scientific process is based, fundamentally, on the Combination Methodology on the interrelation of didactics, diversity and methodologies in the necessary search to generate educational innovation process; It is the carrier of intentional generalizations to fill epistemic gaps identified in the formulation of questions, since it is not always reflected in the scientific-didactic literature, a detail of how to proceed to maintain an active educational communication, since the reproductive and descriptive tendency that does not explicitly prevail the guidelines for its elaborations from the reality felt by the social being. The alternative presented is intended to propose a methodology for the formulation of interactive teaching situations that is conceptualized as a set of procedures and are mainstreamed by the diverse prospective intersubjectivities method, which is nourished by existing methods, and at the same time, It is deployed in the innovative teaching-learning process, through its links or stages to guarantee the prospective-transformative capacity of the participants. The application of the multicriteria method leads to an important conclusion: the combinative intentionality of knowledge can and should be used to complement or deny that offered by the school, repercussions of the study that can influence the conception of the organizational structure and working methods when appearing denials seen in a dialectical perspective that encompasses resignification, reconceptualization and the need not to consider concepts in an absolute state, which requires the systematic and systemic updating of teachers.