El método de actividades reflexivas, teóricas y experimentales: su concepción teórico-práctica en el proceso de enseñanza-aprendizaje de Lengua y Literatura en aulas diversas

Abstract

The study presented looks to contribute theoretically to Educational Science, specifically Language Didactics through epistemological positioning. In order to make this contribution possible, it was required to think in all the educational stakeholders, especially, the student; that is why during seventh, eighth and ninth cycle it is observed that teaching-learning homogeneity exists; this as a result of mechanization and automating the learning processes without having conscious awareness of what is learnt, the lack of contextualization, and the indiscriminate use and uncritical of school textbooks. In view of this precedent, the methodological process is framed in the qualitative paradigm; therefore, the participative action research method enables to systematize the Ecuadorian education system experiences, to conduct a theoretical-interpretative approach, and finally, to build up a concept, of what is so far denominated the Reflexive Activities, Theoretical and Experimental method (RATE). The theoretical references that allow the conceptualization of the method are: Piaget from cognitive processes; Vygotsky from sociocultural theory; Ausubel from significant learning; and Marx from art. The experience, theory and research process revealed that the concept construction is a dynamic process, which is built and unbuilt in which educational stakeholders have to be present; in addition, it is a necessity if what is intended is the Ecuadorian education transformation. After this project, investigation lines about the insertion of the method in other subjects and the disruptive education come up.