Design: Explicación y Problemática de las Secuencias de Enseñanza-Aprendizaje para la Planificación Didáctica
DOI:
https://doi.org/10.22600/1518-8795.ienci/2026v31n1p210Palabras clave:
Design, Secuencia enseñanza-aprendizaje, Planificacíon, Innovación curricularResumen
La planificación es un paso crucial en la innovación educativa. Considerando que es indisociable de la implementación y la evaluación de resultados, los enfoques de diseño han ganado relevancia académica en todo el mundo, especialmente en Brasil, basándose en las Secuencias de Enseñanza-Aprendizaje (SEA). En su construcción y consolidación, la SEA no estuvo exenta de problemas al comparar la literatura. Los estudios brasileños comprenden su relación con enfoques similares de diferentes maneras, además de cierta confusión sobre las etapas que la caracterizan, como la iteración. Con el objetivo de contribuir a la claridad de los diferentes conceptos que la rodean, profundizar en el significado de los conceptos de principios de diseño, diseño e iteración, así como explicar los desafíos de la investigación que involucra la SEA, en este artículo teórico realizamos una investigación bibliográfica cualitativa para proponer una explicación de la SEA mediante la proposición de conceptos que consideran su proceso de construcción, con base en estudios específicos y de revisión. Identificando los desafíos, presentamos algunas sugerencias para abordarlos con base en nuestra experiencia en el desarrollo e implementación de una SEA. Las sugerencias se centraron en cómo mejorar la contribución de los principios de diseño, las ideas de los profesores y expertos, así como la implementación y comunicación de la iteración.Referencias
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Derechos de autor 2026 João Pedro Ghidini; Marcelo Gameiro Munhoz
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