Didáctica como transducción: hacia una didáctica transductiva

Abstract

This research aims to generate a framework for pedagogical reflection on the less explored dimensions of didactics from a rigorous analysis of the previous word on argumentation and its relationship with the teaching process. Basically, this document starts from the understanding of didactics as a field of study of pedagogy that focuses on teaching processes, which due to its character of permanent change opens the door to some other multiple interpretations of it. In this way, understanding this process, which is didactics from a not only logical, but also dialogical and analogical perspective, is the main objective of this work. Transduction as an analysis perspective of this process is not proposed as a method, a form or a way to follow in the didactic praxis, on the contrary, as an expanded vision of it, which allows it to conceive teaching itself as a complex process, with variety of related elements that are in constant movement and that allow directing the teaching process itself not from the question but from the answer(s).