Quality education in preprofessional practice

Abstract

The close relationship between concrete practice and reflection on school-society relations reveals that a new knowledge, produced in the midst of a concrete social practice, emerges from the contradictions between the didactic thought and the lived one. In this sense, the following article aims to assess what, how and why for the unity of theory and practice. To do this, we start from a framework of analysis that enables a teaching-learning process developer, which really transforms and transforms us into better citizens every day. The above is a strategically important action for the qualitative change of teaching work. On this basis, the teaching-learning process is complex, multifactorial, of multiple interactions, where conditions are definitely those that favor or hinder the process itself and the result. Hence, there are multiple alternatives that must be analyzed based on the expected results and activate the processes necessary to achieve them.