<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2414-8938</journal-id>
<journal-title><![CDATA[Academo (Asunción)]]></journal-title>
<abbrev-journal-title><![CDATA[Acad. (Asunción)]]></abbrev-journal-title>
<issn>2414-8938</issn>
<publisher>
<publisher-name><![CDATA[Universidad Americana ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2414-89382021000100088</article-id>
<article-id pub-id-type="doi">10.30545/academo.2021.ene-jun.8</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El aprendizaje de las Ciencias Sociales desde una perspectiva didáctica contextual]]></article-title>
<article-title xml:lang="en"><![CDATA[The learning of Social Sciences from a contextual didactic perspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guevara Bustamante]]></surname>
<given-names><![CDATA[Ermilano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno Muro]]></surname>
<given-names><![CDATA[Juan-Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo Escuela de Post Grado Programa Académico de Doctorado en Educación ]]></institution>
<addr-line><![CDATA[Chiclayo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo Escuela de Post Grado Programa Académico de Doctorado en Educación ]]></institution>
<addr-line><![CDATA[Chiclayo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>8</volume>
<numero>1</numero>
<fpage>88</fpage>
<lpage>100</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2414-89382021000100088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2414-89382021000100088&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2414-89382021000100088&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los informes de las evaluaciones censales en el Perú, informes de progreso anual, fichas de observación de las prácticas docentes; demuestran los bajos niveles de desempeño en la consecución de resultados en las competencias del campo de las ciencias sociales en secundaria. Los antecedentes y la teoría consultada brindan perspectivas teóricas subjetivas para lograr aprendizajes; percibiéndose la antinomia entre la práctica y la teoría docente en aula. Surgiendo la necesidad de configurar una propuestas innovadora y actualizada, el objetivo principal de la presente investigación es diseñar y aplicar un modelo de aprendizaje con perspectiva didáctica contextual. Responde a un enfoque de análisis cuantitativo, investigación experimental aplicada a una muestra de 40 escolares del segundo año de educación secundaria, evaluados mediante un cuestionario con perspectivas didácticas contextualizadas. La significatividad de los resultados permite concluir que aplicando el modelo es posible avanzar en los niveles de desempeño para el desarrollo de las competencias en las ciencias sociales como área académica del nivel secundario. Asimismo, se evidenció que contribuye de manera concreta en el desarrollo de las capacidades académicas y didácticas de los maestros, fortifica la enseñanza, motiva y posibilita el proceso de aprendizaje y el desarrollo de las habilidades fundamentales del aprendiz.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The reports of census evaluations in Peru, annual progress reports, observation sheets of teaching practices; demonstrate the low levels of performance in achieving results in the skills of the field of social sciences in secondary school. The antecedents and the consulted theory provide subjective theoretical perspectives to achieve learning; perceiving the antinomy between practice and teaching theory in the classroom. Emerging the need to configure an innovative and updated proposals, the main objective of the research was to design and apply a learning model with a contextual didactic perspective. It responds to a quantitative analysis approach, experimental research applied to a sample of 40 students in the 2nd year of secondary education, evaluated using a questionnaire with contextualized teaching perspectives. The significance of the results allows us to conclude that by applying the model it is possible to advance in the levels of performance for the development of competences in the social sciences as an academic area of the secondary level. Likewise, it was evidenced that it contributes concretely to the academic and didactic capacities of teachers, strengthens teaching, motivates and enables the learning process and the development of the fundamental skills of the apprentice.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Modelo de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[didáctica]]></kwd>
<kwd lng="es"><![CDATA[contextual]]></kwd>
<kwd lng="es"><![CDATA[competencias]]></kwd>
<kwd lng="es"><![CDATA[ciencias sociales]]></kwd>
<kwd lng="en"><![CDATA[Learning model]]></kwd>
<kwd lng="en"><![CDATA[didactic]]></kwd>
<kwd lng="en"><![CDATA[contextual]]></kwd>
<kwd lng="en"><![CDATA[competencies]]></kwd>
<kwd lng="en"><![CDATA[social sciences]]></kwd>
</kwd-group>
</article-meta>
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