Characterization of teaching practices of planning and interaction for citizenship training

Abstract

The study characterizes the teaching practices of planning and interaction oriented to citizenship education at the San Francisco de Asis Educational Institution, in Florencia, Colombia. Through a qualitative approach based on semi-structured interviews, direct observations and documentary review, we analyze how Social Sciences teachers design their pedagogical strategies and foster citizenship competencies such as critical thinking, democratic participation and social commitment in students. The teaching practice combines approaches such as constructivism and teaching for understanding, adapting to the social reality of the students. However, classroom interaction practices reveal tensions between the pedagogical ideal and the real life conditions of students, evidencing challenges such as demotivation or the need for work-student conciliation. The research highlights the importance of a flexible, sensitive and critical teaching, which recognizes the complexity of the school context and promotes true spaces of active and transforming citizenship.