Contextualized cognition: A didactical and socioconstructivist psycho-pedagógical purposal for teaching-lerning of the Law
One of the main foundations of the socioconstructivist educational paradigm is that the teaching-learning process is facilitated by social interaction in dialogic and participatory communities, where the student’s historical-cultural context fulfills a fundamental role. Considering this and other el...
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2017-12-01
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doaj-ab1b0afaa3e5446785a9b5a0a6c1cadd2020-11-24T22:02:55ZspaUniversidad de ChileRevista Pedagogía Universitaria y Didáctica del Derecho0719-58852017-12-0142406310.5354/0719-5885.2017.4797047970Contextualized cognition: A didactical and socioconstructivist psycho-pedagógical purposal for teaching-lerning of the LawTaeli Gómez Francisco0Juan Rubio González1Universidad de Atacama, ChileUniversidad de Atacama, ChileOne of the main foundations of the socioconstructivist educational paradigm is that the teaching-learning process is facilitated by social interaction in dialogic and participatory communities, where the student’s historical-cultural context fulfills a fundamental role. Considering this and other elementary postulates of socioconstructivism, a didactic and psychopedagogical methodology for the teaching-learning of Law is proposed in this paper, oriented to establish a dialectic relation between learning and doing. In this logic, this paper starts describing the concepts that underpin the epistemological basis of socioconstructivism, and also those that supports the proposal, oriented to implement a process based on «learning paths» that, in this case, consist of sixpsychopedagogical stages conditioned to the context, and that will ultimately articulate a didactic and psycho-pedagogical cycle of teaching-learning of the Law.https://pedagogiaderecho.uchile.cl/index.php/RPUD/article/view/47970 |
collection |
DOAJ |
language |
Spanish |
format |
Article |
sources |
DOAJ |
author |
Taeli Gómez Francisco Juan Rubio González |
spellingShingle |
Taeli Gómez Francisco Juan Rubio González Contextualized cognition: A didactical and socioconstructivist psycho-pedagógical purposal for teaching-lerning of the Law Revista Pedagogía Universitaria y Didáctica del Derecho |
author_facet |
Taeli Gómez Francisco Juan Rubio González |
author_sort |
Taeli Gómez Francisco |
title |
Contextualized cognition: A didactical and socioconstructivist psycho-pedagógical purposal for teaching-lerning of the Law |
title_short |
Contextualized cognition: A didactical and socioconstructivist psycho-pedagógical purposal for teaching-lerning of the Law |
title_full |
Contextualized cognition: A didactical and socioconstructivist psycho-pedagógical purposal for teaching-lerning of the Law |
title_fullStr |
Contextualized cognition: A didactical and socioconstructivist psycho-pedagógical purposal for teaching-lerning of the Law |
title_full_unstemmed |
Contextualized cognition: A didactical and socioconstructivist psycho-pedagógical purposal for teaching-lerning of the Law |
title_sort |
contextualized cognition: a didactical and socioconstructivist psycho-pedagógical purposal for teaching-lerning of the law |
publisher |
Universidad de Chile |
series |
Revista Pedagogía Universitaria y Didáctica del Derecho |
issn |
0719-5885 |
publishDate |
2017-12-01 |
description |
One of the main foundations of the socioconstructivist educational paradigm is that the teaching-learning process is facilitated by social interaction in dialogic and participatory communities, where the student’s historical-cultural context fulfills a fundamental role. Considering this and other elementary postulates of socioconstructivism, a didactic and psychopedagogical methodology for the teaching-learning of Law is proposed in this paper, oriented to establish a dialectic relation between learning and doing. In this logic, this paper starts describing the concepts that underpin the epistemological basis of socioconstructivism, and also those that supports the proposal, oriented to implement a process based on «learning paths» that, in this case, consist of sixpsychopedagogical stages conditioned to the context, and that will ultimately articulate
a didactic and psycho-pedagogical cycle of teaching-learning of the Law. |
url |
https://pedagogiaderecho.uchile.cl/index.php/RPUD/article/view/47970 |
work_keys_str_mv |
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