Social networks and interdisciplinarity, a methodological proposal for inclusion in secondary school.

Abstract

The school has the responsibility to receive and host students by developing competencies for knowing, knowing how to do, knowing how to be and learning how to learn the contents of the secondary level, betting on an inclusion with knowledge. The new and old models are presented as contrasting and are not in schools in a pure state, however, reading and interpreting what happens in the classroom coexists with an epistemological attitude that teachers must conquer. Under the thematic line educational ecosystems and inclusion, this work proposes a situated teacher training, for the management team and teachers of the basic cycle of I.P.E.M. Nº 193, in the use of social network applications participating and elaborating interdisciplinary projects, since diverse experiences show that the methodological proposal of interdisciplinarity can summon several subjects in a related way, carrying out at the same time a formative evaluation. The results are satisfactory to strengthen school trajectories, favoring continuity and promotion, in spite of the difficulties that may arise in practice. This methodology stimulates the creativity of teachers and students when facing new ways of teaching and appropriating the contents, understanding that humanity inevitably advances towards the solution of problems in an integral way.