Didactic sequences as organizational strategies and planning of learning experiences in educational processes

Abstract

This article addresses the didactic sequences as organization and planning processes of learning experiences managed by the strategic teacher, consistent with the performance competencies that are intended to be developed. The objective is "to contribute to the pedagogical didactic practice with tools that contribute to energize the experiences of knowledge apprehension from the perspective of the development of performance competencies". The methodological process is articulated to the mixed approach, non-experimental design. It is a basic, exploratory, explanatory, descriptive research. The techniques: bibliographical with support in postulates and theory of complexity, while for the collection of empirical data, surveys have been applied to university professors with a non-probabilistic sample. The results show that the didactic sequences are considered instrumental that provide the teacher with the possibilities of guiding the recovery of previous knowledge or notions that have been significant to the student, referring to certain contents, while the proposal suggests that the didactic sequences are elements of the curriculum that impose disciplinary requirements, skills, creativity and innovation among the members of the training process, capable of assuming representations in real contexts, preventing the action of teaching from being a mimetic, improvised and handmade task, with routine exercises, but rather combining the learning-by-doing approach, evidencing it in the resolution of reality problems, which in turn satisfy concerns with precise information about the object according to the disciplinary areas.