Publicación: Pertinencia de las prácticas pedagógicas de los docentes en el marco de la pedagogía para el encuentro en el Liceo León de Greiff de Cereté
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The purpose of this research was to understand the sense and relevance of the teachers' pedagogical practicums in the school Liceo León de Greiff of Cereté within the model " The Meeting Pedagogy". The methodology used was a qualitative research and an ethnographic method. The population was conformed by all the teachers in the school and the sample was collected with six teachers chosen under criteria of labor seniority and professional performance. The data collection techniques used are the teachers’ observation in a classroom, teachers’ planners and syllabi review, and open questions interviews applied to teachers as well as the focus group. The findings show that the teachers apply the institutional pedagogical model to achieve the integral formation of the students. Nevertheless, when teaching, a few strategies of the mentioned model are implemented. Moreover, in few cases some traditional teaching methodologies are being used. The resulting categories of the hermeneutic analysis were: comprehensive competencies development, inter- structuring, teacher mediator, inclusive education, as well as students’ and teachers’ metacognition, interdisciplinary knowledge and pedagogical relevance. It was concluded that the teachers’ performance within The Meeting Pedagogy framework is highly relevant in The Meeting Pedagogy framework standing out in doing a good teaching process.