THEORETICAL – PRACTICAL INFLUENCES IN THE CCH MODEL. A FIRST APPROACH

Abstract

This essay aims to approach the creation of the CCH Educational Model, of which, from its origin, its methodological and pedagogical guidelines were disseminated, with the freedom to approach them from the current philosophical and political thought that the teacher preferred. This model did not mean educational anarchy but the possibility of enriching a Teaching-Learning process that would benefit the students by integrating their interdisciplinary “cecehachero” training with a greater plurality. Here, an aspect that may have been present in the origins is analyzed, which was not the only one, nor necessarily the predominant one.

However, it was prevalent due to the national and international social context at its creation. The current philosophical thought I refer to is the Marxist one, and the methodological-theoretical elements I analyze are those contributed by Anton Makarenko, Anatoli Lunacharski, and Lev Vygotsky.