ALTERNATIVE PEDAGOGIES AS ACTIVE TEACHING METHODOLOGIES IN COLOMBIAN PRIMARY EDUCATION

Abstract

The purpose of this essay is to understand the significance of alternative teaching approaches in Colombian elementary education, their impact on the socio-formative development of skills in students, comprehensive and creative training. Considering the theoretical foundations, these include the Montessori pedagogy, based on respect for the child’s individuality and on learning through experimentation and autonomy; the Decroly pedagogy, which focuses on the student’s interest and curiosity; Freinet pedagogy, based on cooperation and the active participation of students in their learning process, and the importance of communication and free expression as tools for the holistic development of children; and Steiner pedagogy, inspired by anthroposophical philosophy with a holistic education that integrates cognitive, emotional, and spiritual aspects into teaching processes, fostering creativity, imagination, and respect for nature. From an interpretive paradigm using a qualitative approach and the hermeneutic method, where the active methodology of didactics in Colombian primary basic education was contrasted, taking into account the references of the connection and current educational policy promoted by the Ministry of Education, which focuses on the development of centers of interest within the Colombian educational landscape. The findings reveal that these pedagogical approaches represent an innovative and dynamic approach to primary education in Colombia, promoting active, participatory, and meaningful learning that enhances children’s skills, knowledge, and attitudes.