The Classroom Outside the Classroom "A didactics in Territory"

Resumen

This research study is based on the educational experiences of UNIPAZ's Bachelor of Arts program, developed during the years 2022, 2023 and 2024. These experiences foster students' academic and personal development, as well as their teamwork skills, which reinforces their connection to the world in diverse sociocultural contexts.

The main objective of this process was to focus the classroom strategy outside the classroom, as a didactic in the academic and personal development of students, promoting teamwork skills and connection with diverse sociocultural contexts.

The classroom outside the classroom strategy facilitates the analysis of specific situations through inclusive interactions. This allows students to live and interact in a large and diverse environment.

Contextual didactics in the training of trainers promotes active learning rather than memorization according to (Sams, 2019), this approach has evolved along with the tools that teachers can use to flip their classes. (Romero, 2019)By addressing different sociocultural contexts, it is possible to dynamize strategies that allow a deeper analysis of particular situations, favoring inclusion and interaction between students in an enriching educational environment, this didactics is based on constructivism, a pedagogical and philosophical current that maintains that learning is an active process in which students build their own knowledge through experiences and reflections.

Instead of receiving information passively, learners interact with their environment, integrating new ideas with their previous knowledge, based on the author. (Vygotsky, 1978), emphasized the role of the social and cultural context in learning. He introduced the concept of "development zone" next," which refers to the distance between what a learner can do alone and what they can do with help. For Vygotsky, learning is a social process of various interpretations, highlighting the importance of interaction, experience and context in the learning process. Their focus on active learning and knowledge construction has significantly influenced contemporary educational practices.