principios pedagogicos
Palabras Claves: reforma educativa, teoría psicogenética, aprendizaje activo, interacción social.
SOME PEDAGOGICAL PRINCIPLESDERIVED FROM PIAGETS THEORY APPLIED IN THE LANGUAGE AREA
Abstract
All the areas of the human knowledge have been subsidiaries of the scientific andhumanistic theories prevailing at the historical time of their emergence. The National Basic Curriculum and the Programs of the native language teaching, implemented in Venezuela (Ministry of Education, 1987, 1997, 1998), are also sustained in some learning theories. In this paper, we will deal with Jean Piagets Psychogenetic theory, and more specifically in some principles based on this theorythat may be applied in the language class. With this, it is intended to contrast the theory and the application and to prove the practical implications derived of this interrelation. The inquiry, based on a corpus constituted by the Programs of Language and Literature of the First and Second Stage of Basic Education is a descriptive-analytic and explanatory one. According to the reflection aboutsome piagetians principles and the valuation of their applicability, it may be concluded that: (a) Piaget`s theory highlights in the programs as part of their grounds; (b) the educator should understand it in a better way in order to use it adequately; (c) the theory is valid in the practice of our education; and (d) it many serve as theoretical and practical support in the school designs andprogrammings.
Key words: educational reforms, psychogenetic theory, active learning, social interaction.
Recibido: 14/12/2004 Aceptado: 15/02/2005
Introducción
Durante años hemos resuelto los problemas de los procesos de enseñanza y aprendizaje desde la perspectiva del docente, considerando al alumno más como paciente y receptor que como agente de su propio aprendizaje. Losesfuerzos -no se pueden desconocer- han sido considerables a la hora de crear, producir y ofrecer materiales que, por una parte, adolecen de estar concebidos desde la perspectiva de la psicología adulta y, por otra, tienden más al entrenamiento y desarrollo de la parte sensorial del niño que a su atención integral.
Nadie puede negar a la escuela tradicional el deseo de lograr en sus educandos,hombres responsables y con sentido cabal de cooperar en su medio familiar, escolar o ciudadano; sin embargo, a la hora de aplicar el método adecuado, esto es, recorrer el camino para alcanzar los logros, se choca con limitaciones de diversa índole: desconocimiento de la asignatura; programas mal implantados; tiempo insuficiente; estrechez de los horarios; ausentismo laboral; carencias afectivas,...
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