Introduction:

the training of nursing professionals has passed through different pedagogical approaches and based on practices that need to be evaluated.

Objective:

the objective of the research was to identify the pedagogical practices framed within a constructivist model that the teachers of a nursing program in Boyacá have and their possible relationship with the learning processes, perceived by the students.

Materials and methods:

a qualitative study with a phenomenological approach was carried out from the single case method; the collection of information was done through pedagogical social cartography with the construction of eighteen maps by a group of 64 students, the analysis was carried out from the Colaizzi approach.

Results:

deductive categories and sub-categories emerged from what was proposed by Lev Vygotski: Scaffolding (environment, student-teacher, classmates), Mediating instruments (relationships, methodology) and zone of proximal development (teaching-learning).

Conclusions:

it's concluded that there is no diversity of pedagogical practices, since they converge in the traditional model of knowledge transmission, which affects the learning processes of students with the use of conventional and vertical methodologies, which minimize the diversity of grounded practices in the fulfillment of thematic contents, works, tasks, evaluations and inflexible schedules that do not allow well-being and prevent the construction, transformation and relationship of knowledge.

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