Decontextualization of knowledge in the area of Basic Education
DOI:
https://doi.org/10.63688/f4wh8a16Keywords:
decontextualization of knowledge, meaningful learning, active methodologies, sociocultural approach, basic educationAbstract
Decontextualized teaching in basic education constitutes a significant issue that hinders the development of meaningful learning, as it presents content in an abstract manner disconnected from students’ social and cultural contexts. This study adopts a qualitative, descriptive-analytical approach, based on the review of scientific literature and the critical analysis of educational practices. The findings indicate that the lack of contextualization negatively affects students’ understanding, motivation, and participation, leading to superficial learning primarily focused on memorization. Furthermore, approaches such as meaningful learning and the sociocultural perspective are identified as key elements for strengthening the connection between knowledge and real-life contexts. It is concluded that teaching practices must be reoriented toward more contextualized, reflective, and student-centered models in order to promote more relevant, inclusive, and meaningful education.
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Copyright (c) 2026 Jesús Sebastián Villafuerte Villacrés, Jairo Mauricio Ases Villacís, María Eufemia Torres López, Karolayn Alejandra Sánchez Ronquillo, Martha Lucia Tulcán Casanova (Autor/a)
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