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In this article I share a reflection of my own teaching practice, as a facilitator of an educative process in the classroom. Twenty students participated in this experience of the course named "Integration of learning communities" that belongs to the Specialty in Education in a private university of the Mexican state of Guanajuato, I proposed an educative process of meaningful learning centered in the student, mediated by pedagogical strategies of the socio cultural constructivism, with a base of didactical techniques that promote the conformation of learning communities. The methodology of this investigation, based in the epistemic mode, conciliated the deductive and inductive methods, in two different moments of the study: the first when the data were recollected and the second when they were analyzed and interpreted. The techniques used as a support were, most of them, qualitative, and few ones, quantitative, the techniques used were: poll, observation of actions and writings, questionnaires and rubric evaluation. The results showed innovations in teaching practices, opportunity areas of improvement, and a group process to resize learning in the community of the classroom.

Reflexión de la práctica docente en un proceso innovador