Recibido el 9 de septiembre de 2017; revisado el 2 de noviembre de 2017; aceptado el 2 de noviembre de 2017; publicado el 1 de diciembre de 2017 RESUMEN:Avanzar hacia un concepto de educación que connote y defina lo educativo a partir de la dinámica que exhibe la organización del aprendizaje en el aula requiere del uso las ciencias de la complejidad. Asumir la teoría de sistemas dinámicos no-lineales para comprender los fenómenos de interacciones de aprendizaje como una historia de coherencias moleculares, sensoriales y relacionales es el gran desafío de las ciencias cognitivas. El presente estudio realiza una revisión teórica-empírica respecto a estudios en sistemas dinámicos basados en describir la organización de los seres vivos, la vida humana y la vida en el aula. Se propone que el aula es un sistema complejo de interacciones de aprendizaje donde la mediación semiótica actúa como homeostasis lingüística determinando el devenir del sistema. Particularmente se propone a la teoría fuzzy set como herramienta matemática de dinámica no-lineal para formalizar la organización del aprendizaje en el aula. PALABRAS CLAVE: SISTEMAS COMPLEJOS, AUTOPOIESIS, EDUCACIÓN, INTERACCIONES DE CLASES, FUZZY SET ABSTRACT:Moving towards a concept of education that connotes and defines the educational from the dynamics exhibited by the organization of learning in the classroom requires the use of the sciences of complexity. Assuming the theory of non-linear dynamical systems to understand the phenomena of learning interactions as a history of molecular, sensory and relational coherence is the great challenge of the cognitive sciences. The present study makes a theoretical-empirical review of studies in dynamic systems based on describing the organization of living beings, human life and classroom life. It is proposed that the classroom is a complex system of learning interactions where the semiotic mediation acts as linguistic homeostasis determining the future of the system. In particular, fuzzy set theory is proposed as a mathematical tool of non-linear dynamics to formalize the organization of learning in the classroom.
The objective of this article is to understand the enactive and ecological teaching and learning process of students and teachers who participate in STEM educational environments to highlight the importance of the construction of artifacts in the understanding of integrated content through pedagogically mediated mathematical modeling. Regarding the development of the experience, the qualitative methodology was privileged through an ethnographic design that enhances the ecology of classroom learning. The results that stand out the most correspond to the analytical proposal of the enactive and ecological dynamic loop to illustrate the trajectory of change in students' cognition and learning, as their sensorimotor structures are reconfigured into proportional relationships modeled mathematically through of the simple rule of three during the construction and application of a dynamometer: exploration and manual control, functional parity, inferential parity and ecological learning. Likewise, the ecological pedagogical mediation that teachers deploy to transform the technical contents of the curriculum into specialized ecological niches is revealed.
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