Description of the transformative experience according to the subsystem

For the development of the realization of a transformative experience, it was considered. First the
new education law Abelino Siñani Elizardo Pérez it opens a space for us
on the implementation of the new community socio-productive educational model. And it
develop the concretion of the transformative experience in the respective order. The
The narration deals with the lived experience of life, land, and territory in the area.
Natural Sciences with specialized learning levels for youth education and
adults of CEA Corque, in module three sexual health and biology in the first
semester of the year 2019.
We start the experience as a teacher who motivated me a lot to materialize the
transformative experience proposed by the MESCP, and I decided to work on this experience.

In order to establish the transformative experience according to the theory that is held.
I believe it is advisable to specify in the workshop classroom. And subsequently a content
from the plans of the base curriculum through the methodological moments. Decide on
What content to work on was not a problem, I chose to focus on the realization of the moments.

Curricular planning for the realization of the transformative experience with the
methodological moments

The educational action in the sociocommunity productive educational model is constituted in

a dynamic, participatory process of consensus aimed at developing training
integral and holistic of the students. For that purpose, we carry out a planning and
appropriate curricular organization at the three levels of curricular specification.

Plan and work collaboratively on the curriculum planning to reflect and

develop educational processes to materialize the methodological moments in the
workshop classroom.

The development of the experience was reflected according to the planning of the workshop.
class, with the students of complementary learning from module three functions
bleached.
Achievements obtained through the implementation of the transformative experience

Throughout the process of the realization of the transformative experience, I had

outstanding experiences, for which reflection on education was essential
according to the Avelino Siñani and Elizardo Pérez law, for which we understand that in the process

teaching-learning involves the so-called human components, among which

students and teachers and the entire educational community stand out. They also participate
in the planning and development of the process other components, among which stand out the
objectives, content, methods and means of teaching and the evaluation of learning,
which are also known as elements of this process. In summary, we learned that
Education has become integral, starting from the concretization of experience.
transformative, the same one that allowed me to have a vision of his reality.

Difficulties encountered in the implementation of the transformative experience

In the process of applying the methodological moments of educational practices.

Based on the analysis and reflection, we observed and detected the difficulties for the following reasons:
the majority of the students are soldiers of the barracks and consequently for some
circumstances of their instructors do not attend classes and another factor that makes it difficult is the

environments not available.

We share classrooms with the José Trifido educational unit, which limits us.
to carry out the plans of the curriculum process effectively according to the classroom plan
taller, another factor or difficulty is that for a community education according to the
The focus of the new MESCP is the important participation of committed stakeholders.
with the implementation of the new model curriculum, the educational community in the
The locality of Corque does not contribute to the implementation of the methodological moments.
worse in its implementation in the educational process, as a large majority of
they are dedicated to generating economic income, that is to say, with daily work in the
field.

Contribution of experience in the consolidation of the educational model

sociocommunity productive

Development of the practice, before presenting the title of the topic we make comments
about the difference between air and oxygen and we ask the students what is the
difference between these two elements? some students said that oxygen is the air
that we breathe and the air is the same others were left with the question I like
Professor, clarify the question: oxygen is a colorless, odorless, and tasteless gas we take.
Oxygen is taken in through the nostrils every second by all living beings, and we expel
carbon dioxide and the air is the gaseous mixture mainly composed of oxygen
that is to say young people are not the same they are very different and nitrogen that is part of the

The atmosphere questions are totally related to the topic.

develop

In this way, the motivation and interest of students for development is awakened.
about the topic because we talk about oxygen and nitrogen we finally present the topic
anhydride function corresponding to module three basic chemistry with the students of
secondary level complementary learnings in the first semester of the year 2016.

We form community work teams to go outside the classroom to observe the

natural context to inspire, expire the oxygen. And we asked them if they like to spend the
classes in this way? the students respond if the teacher is good and we ask about
the periodic table of the elements metals and non-metals that they already knew about in the
In the previous class, we will remember the young students from group five of non-metals.
They repeated aloud nitrogen, phosphorus, arsenic, antimony, and boron, we respond good.
we continue if the students answer and I asked the students if everyone
Do we know about phosphorus yes or no? If the students answered, what is phosphorus used for?
I asked them? To set fire replied the student Grober aloud.

I told them this time, young people, we are going to light a fire, through this activity.
let's develop the topic of anhydride function which will allow us to understand in a way
clear and simple. The main activity was carried out outside the classroom in a workshop called
Setting fire we use the following materials matches dry straw
notebooks, pens or pencil to take data or notes. the student Lázaro Cirilo
I wonder why to lose fire, professor. I responded to the student and said, young people.
Students, that's a very good question. Why are we going to set this on fire? This goes for everyone.

Pay attention young people, this activity we are doing will help us understand the topic.
what we are going to develop through fire we will acquire some elements even
chemical compounds such as carbon dioxide, nitrogen dioxide, and others.
elements oxygen carbon nitrogen everything that happens in the burning of straw you
They note in their notebooks that young students agree if they answered the
students.

First, the students piled the chopped dry straw, the student Marcos.
Grab the match and light the fire, and I, as a teacher, supported what elements it emits.
fire when more intense or smoke simply the elements that it emits explain to
all the students and the fire burned for a hard time of eight minutes and then it stopped
to emit smoke. once set on fire, it releases carbon dioxide and dioxide of
nitrogen and we tell the students to take notes in their notebooks, both
chemical compounds and elements such as oxygen, carbon, nitrogen, and the
students wrote in their notebooks.

We are establishing ourselves in a suitable place for this activity with a challenge because to
At that time of night, there is not good lighting, but it didn't limit us; we carried out what we had planned.

This activity was strategic; previously, we had to carry out the activity and
We suspend for the next class; our class schedule was limited because we passed in.
For the night shift, we necessarily required good lighting.

For the vast majority of students and inhabitants of the Corque district, the management
inadequate solid waste management is the main environmental problem and therefore
we exchanged how to practice and have environmental education. The students
they expressed using the landfill, others mentioned selecting the different types of
garbage and as a teacher I clarified that having environmental education is to make use of the garbage bin and

above all, do not vote for garbage anywhere.

In the process of theory, within the classroom, each group analyzed the records taken.
outside the classroom we socialize the characteristics of metals and non-metals and their
valencies of each element, students mention the different metals and not
metals that are mainly known in the Huanuni mines, student Mario Zuna
Describe and mention the metals and non-metals that you have seen in your town of Huanuni.
We conceptualize the topic of anhydride function, metals and nonmetals elements and the
difference between them and their respective nomenclatures. Through the experiment
we applied in the classroom workshop on the classroom floor which allowed us
clearly understand the topic of anhydride function and to do exercises on it
direct equation and formation equation the same elements that were taken in their
student records notebooks for secondary level learning
complementary in the first semester of the year 2019.

Through this direct contact activity with reality, we develop the topic and the
students were motivated and very interested and understood the development of
They said that chemistry is experimental and that they really enjoy this type of class.
and the student Ramiro Callata asks that the next class be serialized with another activity
similar along with all his classmates mentioning their teacher.

In pedagogical practices, we use different types of materials as needed, to

production of knowledge and use for everyday life, we use the materials
educational materials such as texts, videos, modular guides, notebooks, pens,
periodic table of the elements and the records taken from the experiment that
we realized the elements that the students noted in their notebooks which we
allowed a clear understanding of the topic. These educational materials are tools
that helped us in the organization and in the development of pedagogical practices of
efficient way.

We reflect on the importance in the process of valuing the elements and

chemical compounds that they noted in their notebooks through that activity
it has been observed that they themselves have noted oxygen, carbon, nitrogen as
elements and compounds, carbon dioxide, carbon monoxide, dioxide of
nitrogen and nitric oxide.
We value expressing that chemistry is among us.
As a teacher, argue whether it is true that many of the elements and compounds are young.
Chemicals or chemical substances are familiar, meaning they are among us and are
part of our daily life, as an example, we can mention the experiment that
You yourselves have mentioned the young oxygen that gives us life.
All living beings cannot live without oxygen, yes or no, young students?
Students responded yes, another carbon dioxide and carbon monoxide not only
Fire is produced as we have seen in our experiment.

All automobiles emit chemical compounds like in this cork population.

the buses that travel from Corque to Oruro or vice versa the student Marco Antonio
I mention the wind smelting plant in the city of Oruro, it also emanates, teacher.
we respond yes and all the students mentioned several industries as examples
deposits of the city of Oruro and other departments even mentioned of the
volcanoes the students easily reflected that the chemical elements are in
his daily life.

As a teacher, I supported the students regarding the benefits of chemistry for young people.
allows the development of our country, to have industries, factories, deposits,
exploitation of mines and construction of roads, etc. Thus we can mention many
benefits of young people and their importance in our daily lives, the students were
fairly motivated and the disadvantage is the pollution produced by all the industries
that we have mentioned and harm all living beings, together in a loud voice
We mentioned oxides and anhydrides and even hydroxides, the importance of these elements.
In our daily lives, before mentioning the student Lázaro Cirilo said I know a
chemical compound that is the salt we eat, professor. And I replied very well, Cirilo is
True, salt is a chemical compound that we all know, right students?
they responded and I wrote the formula for table salt, sodium chloride the formula is
the following.

Young people, but with a clarification: young people in this compound do not participate in the oxide as

You can see in the formula yes or no Lizeth. I asked the student and they responded yes.
Professor, we are going to mention all the chemical elements with oxygen because the topic.
what we are developing is an anhydride function where oxygen is involved
We will mention young people with some questions who know Alka-Seltzer.
The students responded, 'What is it for?' I asked, and they replied, 'For pain relief.'
head the gas that we exhale when breathing, we produce by placing the gas in water
from Coca-Cola or other carbonated drinks.
We know about the powder in rockets or firecrackers, yes or no? The students respond yes.
Professor, the quicklime used by bricklayers is calcium oxide, not stucco, right professor?
the student Marcelo responds that water, which we all know, is a liquid or substance more
important for the life we all know, I asked them if the students respond and
student Marcos says without water there is no life, professor, and I responded yes, the name of the

compound is hydrogen monoxide, another young people hydrogen peroxide, used as

hydrogen peroxide, is a medication and hair dye.

Young students, the main objective of developing the topic is to have your own
language and knowing one's own writing what it means we have tried to understand in a way
brief, clear, and simple the topics that are very useful for your life and together
we have reflected on the acquired knowledge we have invited ourselves to reason it
importance and familiarizing ourselves and through that we say chemistry is in our daily lives
to live, the students responded yes professor finally the students expressed
now we know that chemistry is easy to understand and mention because it is in
Every teacher, if young, and as a teacher, I told the students with a message for
all the students.

It is not enough to see, it is necessary to look; it is not enough to hear, it is necessary to listen; it is not enough to

to touch is necessary to feel, it is not enough to just taste, it is necessary to savor, and it is not enough to smell

I need to sniff out young students, that is why we have carried out that activity in
experience what I mean to do, see what happens, interpret what happens
students were quite excited and reflective about their personal and family life
The community, including the student Lorenzo Antonio, told me, 'Okay, teacher, every day.'
I would like to take classes with you, and I thought to myself this allowed me to achieve the ...
methodological moments
The seminar workshop took place on Tuesday, April 19, 2016, with one objective, to
the proper management of solid waste and environmental values in the population of
Therefore, the entire educational community participates as we organize the teachers of the team.
of systematization and with a guest from the health school of the
population of Corque. In community groups, the students created the table
periodic in the production process according to its own idea. As two
groups of students the first group was called metals.
The second group of nonmetals is group one, which developed the periodic table of elements.
metallic and reversed means they started from oxidation number or with
valence two and four, with oxidation number or valence two and three, with number of
oxidation or valence plus one and three, with oxidation number or plus one and two valence,
with oxidation number plus three or earth alkali with oxidation number plus two and
alkalis with an oxidation number of plus one.

This group correctly created the periodic table of metallic elements only
with the difference that they did it in reverse for the other, the second group clarified.
the order of factors does not alter the product. Group two developed the periodic table of the
non-metallic elements and they carried out the amphoteric or polyvalent elements,
hydrogen
finally carbon compounds.

Resolution of exercises according to the elements that have even valences.

uneven to perform and solve the exercises exchanged the periodic table that they
they have elaborated collectively and I wrote in the following exercises.