Principios del constructivismo social en la propuesta pedagógica institucional de la Unidad Educativa Lauro Damerval Ayora

Abstract

Abstract: This research aims to assess the principles of social constructivism in the pedagogical practice of the Lauro Damerval Ayora Educational Unit. The methodology used was a qualitative approach with a descriptive design, based on documentary review and content analysis, which allows for a reflective interpretation of the relationships between theory and practice. The findings demonstrate the presence of social constructivist principles such as the individual process of meaning-making, prior knowledge, social interaction, and authentic performance, which are incorporated into the institutional pedagogical proposal under study in this research. It also confirms that pedagogical theory and collaborative work play a fundamental role in the creation and practice of meaningful and inclusive learning environments. In conclusion, the institutional pedagogical proposal analyzed promotes a practice consistent with the guidelines of social constructivism, consolidating educational processes that integrate cultural, cognitive, and experiential aspects, which strengthens the comprehensive development of students in relation to the demands of the Ecuadorian educational system.