Epistemic propositions applicable to the transversality of curricular content in the venezuelan Primary Education. (Original)

Abstract

The current decontextualization of education deserves a curriculum that bases the constructivist training of the student in line with the contents, whose epistemological vision is in learning to be, doing. In this sense, the investigation arises that aims to construct epistemic propositions applicable to the transversality of the curricular contents in the context of Primary Education. The research is qualitative, the method used is the hermeneutic, which allows understanding reality through two processes, intellection and interpretation of meanings, under the interpretative phenomenological approach, whose descending design and action makes data collection is carried out at the “Caraballeda” school. Five (5) key informants were selected. The method and technique for the analysis and interpretation were triangulation and the comparative method. The findings guided the proposed transcomplex curricular epistemic propositions.