Pedagogical model of the State and its relationships
Introduction
The model reflects the set of relationships in which the subjects of the educational process are immersed, in that sense, the foundation of the model is the cultural world, built by communities and their individuals, men and women in a long historical process, which has amillenary connotation for ethnic collectivities and some social communities. It is a model where, from culture and for culture, a pedagogical scenario where the student, the teacher, the community and the school are interwoven, interact horizontally.
Developing
In correspondence with a cultural mandate, regulated by an institutional-community pact that includes a set of ideas and operating rules that embody an educational organization of the process, mediated by non-hierarchical communication dynamics and that articulated with the set of elements described above have aTransformational purpose of reality and the configuration of new sociocultural codes that have as its central axis the cultural ethnic identity and their developments from exchanges.
The dialogues and interactions that occur between the different cultural rationalities that converge in a social fabric. This model presupposes that any educational action, dynamized from a pedagogical conception, responds to a teleology of building society, in this case to build and rebuild the cultural world of the district of Riohacha, based on the implementation of life plans formulated participating bythe community itself. The river pedagogical model feeds on the own pedagogical running.
In Franco Meeting and disagreement with important elements of others, with which it interacts in the context of intercultural relationships and is operationalized by a daily didactic of the work of communities in the different spheres in which their historical-cultural personality takes place,What is feed on the developments acquired by the didactic-pedagogical relationship built through the different moments of production of pedagogical knowledge by the human sciences.
In other words, it is a model that collects the same and the appropriate, enriches it and puts it at the service of the educational process, both from the epistemological point of view, and from the pedagogical point of view itself itself. Therefore, a fabric is assembled, where the experiential-experience coexists with reflecting-theoretical-conceptual, as a unique whole that acts in double direction, that is, the experiential is reflection and reflection- theorization also embodies experience and thus configures aparadigm that illuminates a pedagogical praxis and not simply a pedagogical bearer.
Model characterization:
It is a comprehensive and holistic model in line with the cultural characteristics of the communities subject to the educational process and particularly with the philosophical elements of the higher education project conceived. This model supports a pedagogical practice built in a context. Differentiated cultural, but in turn integrated into a set of social, economic, territorial, local, regional and national relations,
As an expression of ethnic and cultural diversity. It is a model that makes life in traditions, customs, musical, medicinal, production, and coexistence practices as a manifestation of the different scenarios where cultural work takes place. It is a model that in pedagogical technical language integrates the different dimensions of pedagogical theories.
This integrated model considers that the intrinsic code to a model of this nature implies a flexible classification of knowledge and rupture with any isolation of the pedagogical process;as well as transformations in transmission modalities emphasizing general principles, as well as concepts through which these principles are obtained.
conclusion
Likewise, it presupposes transformations in the field of evaluation, school organization and relationships between the educational context and the cultural context.2 In line with these approaches, the model enables the implementation of an integrated curriculum with reality and must reflect the world of the life of the subjects of education, a pedagogical exercise that has its roots in that reality and participatory educational processesand formative.
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