Contributions from the experience of an integrative project with a socio-training approach in a Public University

Abstract

The purpose of the study was to start from the experiences of students participating in an educational project that integrated two subjects and that was developed under the socio-formative approach, in the Faculty of Education of a public university with the aim of systematizing their experiences and contributions from the evaluation of the different phases of the integrative project generated to promote substantial changes in the training processes in higher education. It is a qualitative approach, descriptive and interpretative research, with a case study design. The information was obtained through two focus groups and the application of the socio-formative rubric proposed by its author. The results communicate the importance of optimal project planning and a guide to guide its development throughout the process.  They consider permanent advice and feedback to be very important to achieve the final purpose. The evaluation ratified that a well-planned integrative project enables the formation of generic and specific competencies, in addition, it promotes the application of learning in the resolution of problems in the context and in the construction of the ethical life project. Likewise, it is necessary that there are institutional conditions that support the implementation of this pedagogical strategy as a response to the current training demands of Higher Education.