THE SOCIOCRYTIC PEDAGOGICAL MODEL AND THE PEDAGOGICAL PRACTICES

Abstract

This article addresses the theoretical-methodological assumptions of pedagogical models from the perspective of different authors in the international arena. Emphasis is placed on the didactics of the socio-critical model and its relation to pedagogical practice. The criteria of the referenced researchers are analysed and the authors of this work assume a critical-reflective position taking into account the context where the experience is developed. The purpose of the article is to systematize the foundations that justify the need for coherence between the socio-critical pedagogical model and the pedagogical practice, contextualized in the educational institution object of study, as a scientific result obtained from the research process carried out. The experience that is presented was validated by the experts consulted, highlighting its relevance and feasibility.