MEDINA CARDOZO, Ingrid Isabel. Integrated learning experiences: paradigm shifts in peruvian education. []. , 19, 92, pp. 349-358.   30--2023. ISSN 1990-8644.

The students of today's society require new teaching-learning processes, based on new paradigms and methodologies that allow them to face the growing uncertainty through critical, systemic and complex thinking. Therefore, it is of extreme importance the construction of a national educational curriculum thought and formed from the complexity, which seeks the implementation of a true interdisciplinary work. This essay seeks to reflect on the epistemological foundations that underlie the model of integrated learning experiences proposed in current Peruvian education, in order to have a first approach to this phenomenon and determine its importance and necessity, to raise the challenges and pending tasks. Although it is true that the integrated learning experience currently implemented by the Peruvian educational system as an educational strategy in the face of the Covid-19 pandemic is an interesting proposal, there is still a long way to go. Therefore, there are still pending tasks for Peruvian education to adequately cement its epistemological and pedagogical model from the construction of a curriculum based on the paradigm of complex thinking and interdisciplinarity.

: Integrated learning; Education; Interdisciplinarity; Complex thinking.

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