Resumo

MESTANZA ARRIAGA, Merly Madeleine  e  VILLANUEVA VALERA, Milagritos. Socioformative project management in teachers' educational practice: A systematic review. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.36, pp.591-619.  Epub 21-Jan-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i36.940.

The purpose of this article is to analyze the relevance of socio-training projects in the improvement of educational quality in secondary school teachers. For this purpose, a systematic review of the literature was carried out following the PRISMA protocol guidelines. Relevant articles addressing the implementation and impact of socio-formative projects in secondary education were selected. The results reveal that socioformative projects contribute to the strengthening of pedagogical competencies, critical thinking and educational inclusion. It is also evident that these projects promote collaborative and reflective learning among teachers, which has a positive impact on educational quality. The review concludes that the implementation of socioformative projects can be an effective strategy to improve the quality of secondary education, since it favors a more comprehensive education adapted to the current needs of students.

Palavras-chave : Socioformative projects; Educational practice; Teacher.

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