Modelo dialógico de aprendizaje desde la perspectiva de Pablo Freire en época de pandemia en los niños de séptimo grado de la Institución Educativa Club de Leones N° 29.

Abstract

The dialogical model of learning, immersed in education arises from the first pattern of interaction, but although it is true that Paulo Freire has included several theorists in his theory that support the interest of the social and cultural part immersed in the meaning of learning, it was only until a few years ago when education began a turn of transformation based on skills and learning results; but once the Pandemic that occurred worldwide, the school had to take measures and seek strategies to bring learning to children and continue with the educational process despite not being present in the classroom; This research based its efforts on analyzing the dialogic model of learning of Freire's postulates, in times of pandemic, taking up the construction society of its knowledge, in the process of equal differences, conflict resolution, and learning instruments based on dialogicity, this research based the dialogical principles of learning in the Club de Leones School Institution No. 29 where boys and girls transformed the way of receiving knowledge, and the way they saw the teacher as the main actor, by a horizontality of importance whereas outstanding of education can and will be able to contribute to is forming part of education and taking the dialogical principles for the development of critical thinking and the transformation of the school to reality and the changing world, focusing the efforts of educating for the tomorrow based on society and not only in the academy.