Las leyes de la didáctica y la realidad escolarizada. ¿Necesidad de cambio?

Abstract

Se realiza un análisis de la formación de las ciencias y de la didáctica, así como su categoría fundamental. Se hace un análisis de las leyes de la didáctica y su carácter parcial en la explicación de los fenómenos de la realidad escolarizada, cuestión esta que lleva a definir dos nuevas leyes de esta ciencia.

The Teaching-Learning Process or the Teaching Process and the Learning Process

“…Those in charge of teaching play a transcendental role in the construction of learning communities necessary for the integration of teaching and learning processes. Those who teach must possess the authority emanating from teaching that generates learning in its configurational and subjective dimensions so that it leads to the development of those who learn (González-Hernández, 2016). The willingness to dialogue between the actors involved in the construction of the learning community, as a learning space, could well establish two-way communication patterns (Abdu et al, 2021).…”

“…As evidenced by González-Hernández (2016), it is not regularity that students acquire the values for the society in which they live, while other authors (González-Rey & Magalhães Goulart, 2019) demonstrate that teaching processes cannot always deal with students’ personalities. This way of understanding the teaching process and the learning process aims to perpetuate the status quo of the society in which the new generations are formed, obviating that all the transformations of humanity have been possible because the teachings received have been transformed.…”

“…However, the theories that address this legacy and the fundamental ways to achieve this process have been dissimilar, although they all agree that the origin of each of them ultimately depends on the philosophical and psychological positions that are assumed. The González-Hernández (2016) complex vision of the interrelations between the theoretical systems of the sciences affirms that each pedagogical trend is the result of the configuration of the didactic system by establishing informational flows with philosophical and psychological trends. This vision allows the explanation of the emergence and development not only of present and past trends, but also of the trends that are to come when philosophical systems dialogue with psychological systems and, in turn, with didactic systems.…”

Didactic principles: A proposal from the theory of subjectivity

“…Therefore, it is important to emphasize that learning is a process of the construction of subjective configurations, based on the integration of the subjective senses that take place in individuality and in the tension that student establishes with the social objectives of learning in school defined by the society. This treatment of the learning from a subjective dimension allows assuming configurations and subjective senses in a complex way, which recognizes the historicity of the complex processes in learning and, therefore, promotes the understanding of learning as configuration (González-Hernández, 2016). At the same time, it provides to the teacher a different understanding of the learning process about the integration of individuality with the social, considering the tensions that take place among the students and between the students and the professor, process in which the professor's role is essential as a conductor.…”

“…Curriculums have to make room for the subjective productions of the students because these productions constitute part of the culture that the student should learn. Therefore, the curriculum should implicate the student into the formative processes in such a way that they take part in their learning and the professor is fundamental in this objective (González-Hernández, 2016). The theory of subjectivity, as psychological foundation, allows designing a curriculum where the conception of learning as a process prevails.…”