Teaching as a reflective experiential praxis [La docencia como praxis vivencial reflexiva]

Abstract

The teaching process, rooted in the curriculum viewed as an integrated triadic totality, is conceived in its globality as a reflexive experiential praxis for the reconstruction of existential reality. In this way, teaching becomes an epistemic action that frees itself from conceptual repetition as an epistemological model, when interwoven with research and extensionist practice, as a strategy and scope that gives context to the pedagogical-didactic process that generates knowledge and significant learning around the reconstruction of the different social and community realities, within the framework of an educational and human formation that seeks to respond in an integral manner.