Estrategias de aprendizaje significativo para la interiorización de valores de identidad nacional en la educación básica

In Venezuela, the reform of Basic Education specifies a cross-sectional orientation that demands changes in the educative practice and in the profile of the future citizen. To this effect, this investigation had as objective to identify the strategies of significant learning that relieves the integration of national identities values in the pedagogical praxis of Basic Education. It was fundament in the Action Theory, National Basic Curriculum, learning conceptions, and the education-values relationship, in the marquee of introspective experience focus, according to moments: analytic documental, descriptive and explicative. The non participant observation technique and written data registry, reveal that in the studied pedagogical praxis, absence of cognitive strategies, meta cognitive, heuristics and socio cultural, required to the integration of national identities values in Basic Schools, Parroquia Santa Lucia, Municipal Maracaibo.