Ambientes de aprendizaje: del arte de enseñar a la construcción significativa del aprendizaje

Abstract

Generating discussions and “reflections about the learning environment L.E. to subject development, call to conceive a great network built with a specific purpose which is teaching, learning and educating” (Duarte, 2003. p.5) Understanding them as a mean where the subject interacts in diverse relationships (fields) with the knowledge, and another subjects in a favorable way to promote the construction of the knowledge. This conception demands the configuration of teaching and learning processes beyond transmission and reception of contents. I this sense, in a L.E. teaching is seen as a philanthropic art related to emancipation of the subject, in a few words, teaching is allowing the subject to be “conscious of their intellectual ability and deciding its use” (Ranciere, 2002. p.14), just like this, learning will become meaningful, because every subject will be free to decide what to learn, because it is conscious that “their same intelligence act in all the art productions of human art” (Ranciere, 2002 p.14) as a result, it will have the possibility to learn mostly anything and relate it to all the previous known contents and empower the knowledge without dividing them. In this paper is presented the proposal of action research in education, it has as an objective to adapt the school learning environment at school, in order to make possible that the students (who are sent to psychology department due to academic, behavior and personal difficulties of 8th grade) the necessity to generate awareness about their intellectual capability and motivating them to develop themselves as critic, reflexive human beings. This research has three moments: group reading, with teachers and students, in current L.E. Planning, design and implementation of strategies that allow their education; and, generation of reflexive discussion encounters facing the performance of the strategies to keep a permanent improvement.