Constitución de los vectores de una ética de orientación comunitaria y su repercusión en el grado de sofisticación de las formas de pensamiento variacional emergentes en estudiantes de tercero de primaria (8-9 años)

Abstract

In this research, we propose to characterize more relational and dialogic forms of interaction in the classroom, in addition to identifying the elements that foster the emergence of vectors of such ethics in this group of students and their impact on the forms of variational thinking that students encounter and become objects of awareness. Studying only what happens in the state of knowledge implies leaving aside a source of information about how the subject, the way in which they relate and their culture, enter into interaction with what they learn, how they learn it and the very disposition to develop tasks proposed by the teacher. For this reason, we consider it necessary to study the manifestations of community ethics that emerge and how these, in fact, can directly influence the teaching-learning process of variational thinking and the sophistication of the forms in which this thinking can appear.