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<blockquote><center> Author: @madridbg, via Power Point 2010, using public domain images.<a href="https://pixabay.com/es/photos/profesor-aprendiendo-escuela-4784916/ " rel="noopener" title="This link will take you away from steemit.com"> 14995841</a></div></center></blockquote></div>
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<div class="text-justify"> Greetings and welcome dear readers who are passionate about the diverse contents that we share daily through this blog. This is a descriptive publication and will allow us to approach a process of conceptual integration between chemical fundamentals and the areas associated with Sustainable Development.
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<div class="text-justify"> Therefore, it is necessary to emphasize that beyond the conditions imposed by the current coronavirus, the world's educational systems continue to present the same optics that conditions the acquisition of learning. 
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<div class="text-justify"> Based on the above, let us review the contents of science, specifically chemistry, these follow the same principles of organization of the curricular components, so that the scientific contents are organized by areas of knowledge and content cores, where theoretically the acquisition of knowledge, attitudes, skills, values and skills associated with the natural and scientific field can be encouraged, allowing students to act individually and collectively according to the demands of society. 
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<div class="text-justify"> In this sense, at the curricular level, it is necessary to ensure that the acquired scientific content allows students and members of society to learn to conserve their environment and the resources it provides us, thinking about the new generations and their ability to meet their needs.
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<blockquote><center> Fig. 2. Teaching should be a process designed for the integration of knowledge. Author: <a href="https://pixabay.com/es/photos/escuela-profesor-educaci%c3%b3n-asia-1782427/" rel="noopener" title="This link will take you away from steemit.com">       Sasin Tipchai</a></div></center></blockquote></div>
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<div class="text-justify"> In such a way and according to the above ideals, it is necessary to achieve active teaching processes, where the teacher more than teaching a curricular content, must ensure that the content transmitted has an immediate social applicability, which can go from the local to the global, where students can take critical, reflective and self-evaluative positions on the possible solutions that we are living as a country and as a planet for the welfare that is promoted from the approach of Sustainable Development.
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<div class="text-justify"> Methodologically, the above can be achieved through attention to diversity as a guiding principle that supports the teaching and learning process, so that teaching should be a planned, organized process based on the cognitive control of students, under a flexible, participatory and experiential methodology, which gives students the opportunity to participate in building a better and proactive society.
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<div class="text-justify"> In such a way we must leave behind the approach of fragmented contents and far from the reality of the students, the important thing here is to generate an individual with individual, collective, conceptual and practical conscience, ready to solve social problems.   
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<center><h2><strong> BIBLIOGRAPHY CONSULTED
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<div class="text-justify"><strong>[1] Lessons from the pandemic for education.<a href="https://educacion.nexos.com.mx/lecciones-de-la-pandemia-para-la-educacion/" rel="noopener" title="This link will take you away from steemit.com"> Article: Online Access </a></div>

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<center><h2><strong> OF INTEREST</strong></h2></center>

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•	<center> The design of the portal was made by @madridbg, using public domain images</center>

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