Resignify The Value Of Social Interaction Within The Current Context Of Initial Education

Abstract

This article emphasizes the new meaning that social interaction acquires in the educational processes of teaching and learning at the initial education level, in the current framework of a historical and sociocultural context impacted by the advent of a health situation that abruptly broke into the continuity and learning methodologies of the educational system in general. In methodological aspects, the study was carried out under the criteria that govern research with a qualitative approach and with the application of an inductive, interpretive phenomenological research method. The participating subjects were teachers from public and private institutions located in the city of Riohacha, Colombia; to whom the interview was applied to collect the information that was subsequently analyzed and processed with the method of triangulation of information sources. Among the main findings it can be mentioned that social interactions as the basis of learning in early education children were abruptly interrupted, generating deficiencies in the construction of learning, a reality on which to recompose its meaning in the teaching process. - Learning. As a reflection, it can be indicated that the current socio-historical and cultural context of initial education suggests that social interactions have been seen with a new meaning, one adapted to the reality of the environment and that takes into account any development in the future to guarantee its effectiveness on the construction of learning in boys and girls.