Proceso de aprendizaje y enseñanza basado en la investigación
Abstract
El presente trabajo pretende mostrar un conjunto de argumentos e ideas pedagógico didácticas con la finalidad de contribuir a la elaboración de una teoría para el desarrollo de los procesos de aprendizaje y enseñanza, que hemos denominado sociocrítica e investigativa. La fundamentación de esta teoría la podemos encontrar en los múltiples aportes históricos de la pedagogía progresista, crítica, revolucionaria, liberadora, emancipadora y transformadora que han tenido lugar en diversas partes del mundo, desde hace más de dos siglos, pasando por Johann Heinrich Pestalozzi, Simón Rodríguez, Paulo Freire, etc. y las diversas experiencias educativas de América Latina y el Caribe existentes mucho antes de la colonización de la Abya Yala. Consideramos sumamente importante seguir trabajando en la consolidación teórico-práctica de la teoría sociocrítica e investigativa del aprendizaje y la enseñaza, puesto que ella reúne un conjunto de principios alternativos a las teorías instruccionista y constructivista predominantes hasta el presente, cuyos resultados no corresponden a las necesidades e intereses de los/as participantes, tampoco al adelanto de las neurociencias y a la didáctica contestataria, ni a los procesos de transformación sociopolítica de nuestros pueblos.
The present work presents a set of pedagogic-didactic arguments and ideas that contribute to the outline of a theory for the development of learning and teaching processes, which is also called socio-critical and research theory. The basis for this theory can be found in the multiple historic contributions of progressive, critical, revolutionary, liberating, emancipative, transformative pedagogy of different parts of the world over the past two hundred years, including thinkers and authors, such as Heinrich Pestalozzi, Simón Rodríguez, Paulo Freire, etc., and the diverse educational experiences of Latin America and the Caribbean that existed long before the colonization of Abya-Yala. The consolidation of theory and praxis in the socio-critical and research theory of learning and teaching is of highest importance since it helps to bring together a set of principles that are an alternative to the instruction and constructivist theories that are predominant until today, and whose results do not answer appropriately to the need and interests of the participants; neither do they correspond to the advances of neurosciences and anti-establishment didactic, nor to the socio-political transformation processes of our people.
The present work presents a set of pedagogic-didactic arguments and ideas that contribute to the outline of a theory for the development of learning and teaching processes, which is also called socio-critical and research theory. The basis for this theory can be found in the multiple historic contributions of progressive, critical, revolutionary, liberating, emancipative, transformative pedagogy of different parts of the world over the past two hundred years, including thinkers and authors, such as Heinrich Pestalozzi, Simón Rodríguez, Paulo Freire, etc., and the diverse educational experiences of Latin America and the Caribbean that existed long before the colonization of Abya-Yala. The consolidation of theory and praxis in the socio-critical and research theory of learning and teaching is of highest importance since it helps to bring together a set of principles that are an alternative to the instruction and constructivist theories that are predominant until today, and whose results do not answer appropriately to the need and interests of the participants; neither do they correspond to the advances of neurosciences and anti-establishment didactic, nor to the socio-political transformation processes of our people.
Description
Vol. 2, No. 2