Curricular praxeological pedagogy. A look at the level of venezuelan general secondary education

Abstract

The present research set out to generate a theoretical construct with a phenomenological-hermeneutical approach to curricular praxeological pedagogy, from the experiential perspective of the teacher in Venezuelan general secondary education. The research paradigm was the interpretive, qualitative type, with a descriptive documentary and field design. The method used was the phenomenological-hermeneutical one, with the idea of investigating the educational policies issued by the Ministry of Popular Power for Education, in the realization of the most recent official and current curricular design, called Orientations for the Curricular Transformation process in Education General Media (2016) and the Study Plan for Media Education (2017); for which the theories of communicative action of Habermas (1998), Ideas relative to a pure phenomenology and a philosophy of Husserl (1997), the hermeneutical turn of Gadamer (1997) and the praxeological pedagogy of Juliao (2013) were applied. The findings were analyzed from the hermeneutical phenomenology, categorizing and triangulating until culminating in a theory: Complex curricular praxeological pedagogy of the area of training, orientation and coexistence.