Science is the expression of social consciousness that is observed in the collective relations of systems where organic solidarity predominates and is characterized by the division of labor, the link between the citizen and the State (Durkheim, 1968 cited by Samaja, 2004); pedagogical practice is not alien to this reality insofar as teachers interact with their students using teaching strategies that promote active learning. One of the central vertebrae in educational models is the method associated with the teaching-learning process, in addition to the accelerated mediation in the acquisition and use of information and communication technologies in face-to-face and non-face-to-face education (Crook, 1999 cited by Nó and Ortega, 1999). The objective was to analyze and evaluate the different positions that teachers present in their pedagogical practice when they apply the socialized method; The research approach was qualitative, the methodologies of grounded and phenomenological theory were used (Husserl, 2008 cited by Sánchez, 2019). The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years. The research approach was qualitative, the methodologies of grounded and phenomenological theory were used (Husserl, 2008 cited by Sánchez, 2019). The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years. The research approach was qualitative, the methodologies of grounded and phenomenological theory were used (Husserl, 2008 cited by Sánchez, 2019). The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years. The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years. The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years.

El objetivo del estudio fue sistematizar y analizar la revisión teórica que fundamenta la experiencia pedagógica y el método socializado de los estudiantes de educación superior. El enfoque del estudio fue cualitativo, tipo de investigación revisión de literatura, diseño narrativo, considerando criterios de similitud en las diversas teorías revisadas en artículos de alto impacto, además, de utilizar las estrategias de diagrama de árbol y la estrategia de investigación activa (DIA). Se concluye que existe incipiente uso del método socializado; carencia de autorreflexión; poco análisis reflexivo en la experiencia pedagógica del estudiante de la formación inicial docente (FID).

The purpose of the study was to describe the perception of thought and language in children from 0 to 2 years in two populations of students initial education of a Public Institution; the research paradigm was positivist, of a basic type, comparative descriptive design, the instrument used was the checklist subjected to validity and reliability, the results were that the students of the VIII semester (22 participants) of initial education were found in an Inadequate level with 14%, while 86% were found in the Regular level, none of the students of the VIII semester reached the Good level. In comparison with the students of the IX semester (34 participants) of initial education who were at an Inadequate level of 3%. Likewise, 44% were found in the Regular level and finally, 53% were located in the Good level in relation to the perception of thought and language in children from 0 to 2 years old that integrates the meaning of the word, the structure of thought - language and the function of thought and language.