Construction of multidisciplinary knowledge and development of socio-emotional skills for meaningful learning in university students: “A methodology to support the teacher in the development of this activity”

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The purpose of this article is to show the methodology of a tool for the construction of significant multidisciplinary knowledge, emphasizing the strengthening of socio-emotional skills. We will begin by addressing concepts, the paradigm of constructivism and social constructivism as the basis of the proposed methodology, the differences between the approaches of traditional educational models, critical theory and constructivism. Followed by the methodology, its requirements, results and we will reflect on the results obtained and finally conclusions.