Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA

Abstract

The new methods in the twentieth century are characterized by an increasingly less expository and dogmatic teaching: things instead of words; study by personal observation instead of knowledge by the teacher; real construction. In relation to the above mentioned, agile or active methodologies intend to generate dogmatic and radical changes in the way in which knowledge is carried and acquired, it has a bilateral impact, since it is concerned both with the teaching exercise and with the student's perception, it proposes to place the student as the protagonist axis on which knowledge is built, mediated by previous knowledge, valuing his subjective experience and dismantling traditional paradigms. This is why such active teaching methodologies have a direct impact on the academic permanence of students, since it enables active participatory learning, where the learner explores his potential and identifies vocations while acquiring and assimilating knowledge, from a personal frame of reference contextualized in their tastes, learning rhythms and motivations. These characteristics contribute to the mitigation of problems of absenteeism and academic desertion, while playing ambivalently as a protective factor that mitigates the effect of sociological difficulties in the self.

That is why these active teaching methodologies have a direct impact on the academic permanence of students, since they enable active participatory learning, where the learner explores their potential and identifies vocations at the same time that they acquire and assimilate knowledge, from a personal frame of reference contextualized in their tastes, learning rhythms and motivations. These characteristics contribute to the mitigation of problems of absenteeism and academic dropout, at the same time that it plays in an ambivalent way as a protective factor that attenuates the effect of sociological difficulties in being.

This study had as a target audience apprentices from the TECNOACADEMIA SENA, located in the eastern subregion of the department of Antioquia (Colombia), in order to identify and apply pedagogical strategies that contribute to permanence and active participation.