Abstract
The present study deals with the importance of the transversal integration methodology in the educational process, specifically in the development of productive didactic projects in the technical baccalaureate in the professional figure of agricultural production. The methodology used was quantitative positivist of a descriptive type and non-experimental design. The population was represented by 9 technical teachers and 28 first-year students of said high school. Regarding data collection, a questionnaire with a Likert-type scale was used. The results of this research demonstrate that teachers and students value the methodology of productive didactic projects, but ota ll projects are interdisciplinary. It is concluded that productive didactic projects are not evaluated by teachers and students value this methodology.
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