Design of Alternative Strategies for the Knowledge of History and Geography. Case: Telesecundaria in Tabasco

Abstract

The Telesecundaria service is characterized by the fact that in this subsystem only one teacher is responsible for the educational process in all the subjects of a grade. In this educational context there is the need to teach the optional subject, "History and Geography of the State of Tabasco", in the third grade, of the secondary level in the subsystem of Telesecundaria, which does not have spaces destined for the television transmission of its contents for its teaching, since only printed material is available, which is the book published by the Secretary of Education in the State of Tabasco. In view of this didactic vacuum, the research objective was to diagnose, through the research team, the need for different didactic supports to reinforce the development of the program content of the subject "History and Geography of the State of Tabasco", in third grade of Telesecundaria. The research work was carried out in the "Guadalupe Victoria" telesecundaria, with code 27ETV0099B, located in the Cúlico town, first section, school zone number 25, sector number 02, of the municipality of Cunduacán, Tabasco. This is a complete organizational institution. We worked with the qualitative paradigm and under the research-action approach, taking into account that it is characterized by being carried out in a participatory manner. The way of working was selected from a workshop for participatory research instruction. It was also accompanied by general assemblies where a methodological project was presented to reinforce the way this subject is taught. The program was developed jointly with the project promoters, who requested the operation of the workshop, and who in turn were the teachers who teach the subject. The participants were the teachers of the school and students in it. An operational group was integrated, which due to its characteristics is the one that most identifies itself with the development of the work. Likewise, it worked with groups made up of colleagues who share the same role and groups formed by other people who (although in different roles) participate together in some activity. From the integration of the groups, it was possible to reflect on a large number of beliefs and behaviors about teaching and learning that in a certain way make up common sense teaching, where, despite the fact that there is a willingness to improve, there is a strong resistance to change that becomes an obstacle to renew teaching. However, this problem can only be overcome if an interactive, collective, participatory, analytical, critical, reflective and innovative teaching work is carried out.