Resumo

RUEDAS-MARRERO, Martha Janeth. Didactic participative and interactive strategy: Resource to understand the royal plot. Educación [online]. 2015, vol.39, n.1, pp.159-179. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v39i1.17863.

The key objective was to reveal what the experience from starring in an interactive and participatory teaching strategy, implemented in the second stage of basic school, represented, for a sample of education students in the pedagogical university Libertador, Venezuela Maracay. Field research was conducted with an interpretiveparadigm and qualitative, naturalistic and hermeneutic design. To analyze information and generate grounded theory a constant comparison method was used, with the assistance of the information processing qualitative programAtlas / ti version 5.0. Processes of theoretical sampling, saturation and triangulation took place during the credibility of the findings. It was found that for the future teacher, soaking in the participatory and interactive teaching strategy means a meeting of multidimensional life with the richness of elements that make reality, generating, in the self-organizingcomplex systems and the edge of chaos, construction of in dividual knowledge and collective meanings; additionally it represents a neural-didacticexperience to propitiate the activation of mirror neurones composed system, some initial empathyconform with school. It is concluded that the experience marked enables future teachers to grasp the framework in which they are immersed, to be able to perceive the school and recognize reality, enhancing the possibilities to complicate their vision and reinforce desirable traits in their personality and in their academic profile. It is recommended to consider implementing this type of teaching strategy to promote the complexity of educational action.

Palavras-chave : Complexity; context; teacher; school; neurodidactics.

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