Contributions of socio-cultural approaches to “re-center” the learning processes, working with teaching in a dialogical and situational code

  • Patricia Adriana Mercado Universidad Nacional de Córdoba

Keywords:

educational research, learning, subjectivity, sociocultural approach, pedagogycal reading

Abstract

This paper develops a pedagogical reading on learning processes enrolled in educational practices, highlighting some concepts we hold in higher education research frameworks to position the centrality of learning in the constitution of subjectivities engine of human development. Theoretical tools of Sociocultural Approaches to Learning and Teaching principles enunciated as to justify reconsideration of some educational relations traditionally expressed in pedagogical discourse and conceptual pairs. They are, the relationship “theory-practice”; “Knowledge- thinking”; “Teaching and learning” terms that often take a naturalized practices enunciating character. Based on the work done research output on learning in the field of education, we consider a pedagogical task anchored in the learning process, ie generate the primary function to know, understand and manage the possibilities of appropriation of learners, refocusing the educational reason internalization, in political commitment to putting learning into teaching.

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Author Biography

Patricia Adriana Mercado, Universidad Nacional de Córdoba

Magíster en Planificación y Gestión Educacional. Universidad Diego Portales, Chile. Prof. y Lic. en Cs de la Educación, FFyH, Universidad Nacional de Córdoba. Profesora Adjunta Cátedra Teorías del Aprendizaje. Escuela de Ciencias de la Educación. FFyH. UNC. Directora y Codirectora de Proyectos de investigación sobre Educación y Aprendizaje en contextos situados. Coordinadora General del Programa Universitario en la Cárcel (PUC) FFyH. UNC. Córdoba, Argentina

Published

2015-09-27

How to Cite

Mercado, P. A. (2015). Contributions of socio-cultural approaches to “re-center” the learning processes, working with teaching in a dialogical and situational code. Praxis Educativa, 19(3), 62–71. Retrieved from https://cerac.unlpam.edu.ar/ojs/index.php/praxis/article/view/1079