Let’s Talk About Poverty — Collective and Significant Elaboration of
Concepts: A Learning Experience That Links the
Tertiary and Secondary Levels

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Abstract: It is not usual to be direct and immediate witnesses of how conceptual and procedural contents seen and analyzed for the tertiary level materialize in classroom work in secondary school. Neither its applicability in different disciplines that integrate the Social Sciences, despite the insistence on understanding the social complexity from all possible perspectives.
Nevertheless, there is full agreement on the importance of strengthening the link between teachers and schools; in achieving the significance of knowledge for students and in recognizing the difficulties that teachers face when proposing these practices within our curricular plans.
In this work we want to present the experience we have as a teacher and student-teacher in a Teacher Training Institute and a secondary school in the Province of Buenos Aires. The multidimensional treatment of the concept of Poverty made possible a didactic transposition that went through educational levels and that had as a nexus the methodological resignification in different curricular spaces — Geography in the tertiary and Citizen Education for the middle level. This was evidenced both in the group and collaborative work proposals and in the flexibility of the didactic resources implemented at both levels.
The formulation of autonomous ideas, the accompaniment and motivation to research a complex social problem, creativity and the possibility of immersing oneself with their own personal experiences in an empathic way, resulted in meaningful and valuable learning for our young people in the secondary for teachers in training. “I would say that the Social Sciences are a necessary knowledge; Necessary for what? good necessary, fundamentally, to exercise citizenship in an active and responsible way” (Mario Carretero: The meaning of teaching Social Sciences).

Key words: collective construction of concepts, significant learning, methodological transfers between
levels, flexibility of teaching resources