Educar con areté: una propuesta armónica entre aprender a ser y aprender a conocer.

Abstract

The objective of this research was to develop pedagogical practices that favor education with areté at the El Cóndor Basic Education School. The study was developed through a mixed approach and sequential transformative design (DITRAS). The quantitative data collection technique was the student survey and the qualitative techniques were in terviews, focus groups and observation. The results indicate that there is a student-parent relationship with low levels of satisfaction, due to their absence in the educational process and to the overemphasis given to the academic environment before any other competence. Therefore, the importance of combining learning to know and to do with social and emotional competencies is identified, promo ting an integral human formation, based on effective com munication and active listening. Finally, an alternative of pedagogical practices is presented to strengthen educa tion with open learning experiences, a project approach based on challenges and co-teaching. From this, it is concluded that the convergence of responsive parents, facilitating teachers and innovative technology contribu tes to the assurance of educational quality, enriching the integral formation of students.