INTRODUCTION
In this essay, it is intended that elements of the pedagogical model are addressed and some of the personal reasons for beliefs of why this public educational policy is applied in this country (Mexico) are exposed. The most pertinent model that is taken for educational intervention research according to the problem is also described.
There are a series of official documents that are taken as a reference and support within all scientific research to support an intervention proposal to answer or solve learning problems in a given context, taking into account the different elements that comprise the plans and programs of study established in the Basic Education Reform (RIEB 2011) aimed at achieving the development of the aims and objectives pursued by the current national educational model.
The design of educational pedagogical models must start from reality or a diagnosis where researchers must know, for this, they must become a person from the ethnographic point of view, as well as the application of some method, techniques and tools that can be applied to favor the problems raised in the school group.
DEVELOPING
ELEMENTS OF THE PEDAGOGICAL MODEL OF EDUCATIONAL RESEARCH
The teacher must know the design and the elements of an educational investigation, among them some can be mentioned as: the paradigms that refers to the values to organize education and learn, then come the approaches, which give a vision to the proposal of intervention, perspectives. Models, which are a series of theories that support the reason for the approach, currents and trends to promote what has been said above.
At the time of reviewing the Comprehensive Reform of Basic Education (RIEB 2011), we realize that the curriculum that it offers us has several theories and models that support it, for example the behaviorist because it is more aimed at economic development, conditioning citizens to integrate into the productive sectors without any problem. It also has part of the constructivist model, since it seeks to develop competencies and that the child understands the world around him, develops skills and integrates efficiently with what the government wants implicitly and dynamically.
The current models are based on the four pillars of education (knowing how to know, knowing how to do, knowing how to be, and learning to live together) and the development of competences so that the citizen integrates into society and solves life situations based on some of the existing theories regarding the psychological, epistemological, pedagogical and didactic for the development of the teaching-learning process.
CONCLUSIONS
The selection of the problem must be according to the context of the teaching practice, viable and that has an impact on the school community and society respectively. The methodology that can be carried out will be with a constructivist approach supported by other models or techniques depending on the nature and need of the object of study for the students to develop the necessary competences, as well as the actors of basic education involved in a most critical way.
It is important to understand that the design of the teaching intervention project that will be carried out in the near future must contain the elements of the pedagogical models aimed at the areas of opportunity, establishing the scope, limitations, for which we will have to describe the objectives according to the topics that you want to work on and that go according to the needs of the members of the problem and for this reason a work plan must be prepared.
BIBLIOGRAPHY
- (2009). Curriculum 2009. Basic education. Primary.
