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The present article shows the partial results of the research that aims to analyze the theoretical and epistemological foundations of the Didactic Knowledge of the Content of the teachers of the language area of the official educational institutions of the municipality of San Pelayo-Córdoba for the strengthening of the process of teaching learning. Theoretically, it was based on the concepts of general didactics, didactics of the Spanish language area and didactic knowledge of the content. A qualitative research study was developed, where direct observation was implemented as a technique for collecting information, since it allows the researcher to observe the participants in the research process. In addition, the semi-structured interview and the focus group to the teachers of Spanish language of the official educational institutions of the mentioned municipality. It was concluded that the process of teaching and learning of the Spanish language requires the school and the teacher to implement work methods based on cognitive functions and destined to develop the mental functions of the students, in such a way that these analyze their reality and transform it by means of communication. The Didactic Knowledge of Content implies that the teacher looks for the appropriate way of teaching so that students can understand the taught content, that is, the teacher implements transformations in his practice based on the reflection made from his work, obtaining as results new didactic proposals to strengthen the process of teaching and learning in his area.

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REFLEXIONES ACERCA DEL CONOCIMIENTO DIDÁCTICO DEL CONTENIDO EN DOCENTES DE LENGUAJE DE INSTITUCIONES EDUCATIVAS OFICIALES DEL MUNICIPIO DE SAN PELAYO-CÓRDOBA-COLOMBIA