CONTEXT PROBLEMS: A PATH TO EDUCATIONAL CHANGE

Abstract

Purpose: from the revision of the socioformative approach it was identified the central part of the context problems as a fundamental aspect to achieve a change in the actual formation processes. Methodology: A documental revision was made from the selective coding. Main results: the context problems are formed by a need and a goal. This allows guiding people’s actions in a reality that requires the articulation of knowledge. The context problems are confused with problem situations, constructivism own, that is why the differences are identified to ensure their approach in the proposed teaching from the socioformation. Discussion: the literature in this subject is an innovating element within research centers and educative institutions, so it is very important to count on a methodology that works with the context problems in the teaching sequences that make the school planning to transcend content management and its decontextualized application.

Keywords

• planning
• education
• teaching sequences
• formative project
• knowledge society