Maestría en Pedagogía · 2026

Resignificación de la práctica de enseñanza mediante la metodología ABP para fortalecer aprendizajes significativos y competencias en instituciones de contextos rurales

Achieving truly meaningful learning for students has been a recurring problem in the school. In this regard, it is considered that the reflective transformation of teaching practice contributes to the improvement of learning. This research project seeks to redefine the teaching practice of three teachers in order to achieve meaningful learning for students at the rural institutions La Aurora and El Trigo through Project-Based Learning (PBL). In the methodological approach, the sociocritical perspective was chosen, with a qualitative focus, analytical-descriptive scope, action-educational research design, using the Lesson Study method. Techniques employed included participant observation, group reflection, evidence analysis, and peer feedback. The population consisted of three teacher-researchers and their students during the period 2022-2025, As notable results in the transformation of teaching practice through its constitutive actions, considered aprioristic categories, the main findings include: Regarding planning actions: structured, reflective, and collaborative planning, estimation of RPA; in relation to implementation actions, the highlights are: interdisciplinarity, consolidated collaborative work, teacher as mediator, visible learning, and a culture of error as an opportunity; concerning evaluation actions and significant learning: collective reflection, active participation through self-evaluation and peer evaluation, formative and metacognitive assessment.