Diversos saberes entre líneas de cuerpos: memoria sobre los propcesos pedagfógicos de los monytajes ID y SUTRA 2010-2011

Abstract

The human being is an explorer by nature; their curiosity to discover, learn, and know helps to enhance the development of their skills and intelligences. This development is necessarily tied to their environment, as the social context in which a human being grows determines both their corporeality and their behaviors and knowledge. Moreover, in addition to this natural development that occurs in humans through their intuition and context, there is the knowledge and behavior acquired and influenced by the pedagogical system of teaching/learning found in educational institutions such as: kindergartens, schools, and universities. The academic formation of human beings has been conditioned by different teaching methods, which in turn are supported by various learning theories that helped guide pedagogical models. Throughout history, there have been several models, such as: traditional model, behaviorist model, naturalist model, Constructivist model, progressive or cognitive model, and socio-critical model, it is important to note that some models share opinions, maintaining a certain relationship with each other. Didactics, over time, has increasingly gained its space and value in education, to the extent that it has come to be determined autonomously and individually by educators in accordance with the objectives set from the beginning of the educational program. These objectives are determined by the educator who takes into account not only the knowledge to be taught but also the general characteristics of the group, and thus, when evaluating, new results are generated in the student.