An investigation into the teaching practice at the university: epistemological obstacles and alternatives based on the General Constructivist Didactics

Detalhes bibliográficos
Autor(a) principal: Tovar-Gálvez, Julio César
Data de Publicação: 2012
Outros Autores: García Contreras, Germán Antonio
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/47914
Resumo: The article is structured to show university teaching as a wide field of investigation, and to define the teaching practice as an object of study. In this way, the theoretical and methodological problem emerges as to what and how to observe the didactic dimension of the teaching practice, carrying out a discussion about General Didactics derived from the Theories of Learning and Specific Didactics founded on the epistemological specificity of each discipline. Faced with the difficulty of finding specific didactics for all disciplines that can be part of the formation of different professionals, which should be philosophically, epistemologically, theoretically and methodologically grounded, we propose to choose the General Constructivist Didactics as a theoretical and methodological alternative to fundament the investigation about the didactic aspect of the teaching practice. The article proceeds to a wide survey of the Positivist and Constructivist paradigms and of the didactics supported by each one of them, closing with a proposal for the elements and processes that characterize the General Constructivist Didactics.
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spelling An investigation into the teaching practice at the university: epistemological obstacles and alternatives based on the General Constructivist DidacticsInvestigación en la práctica docente universitaria: obstáculos epistemológicos y alternativas desde la Didáctica General ConstructivistaPráctica docenteDidácticaEpistemologíaConstructivismoEnseñanza-aprendizajeTeaching practiceDidacticsEpistemologyConstructivismTeaching-learningThe article is structured to show university teaching as a wide field of investigation, and to define the teaching practice as an object of study. In this way, the theoretical and methodological problem emerges as to what and how to observe the didactic dimension of the teaching practice, carrying out a discussion about General Didactics derived from the Theories of Learning and Specific Didactics founded on the epistemological specificity of each discipline. Faced with the difficulty of finding specific didactics for all disciplines that can be part of the formation of different professionals, which should be philosophically, epistemologically, theoretically and methodologically grounded, we propose to choose the General Constructivist Didactics as a theoretical and methodological alternative to fundament the investigation about the didactic aspect of the teaching practice. The article proceeds to a wide survey of the Positivist and Constructivist paradigms and of the didactics supported by each one of them, closing with a proposal for the elements and processes that characterize the General Constructivist Didactics.El artículo se estructura señalando la docencia universitaria como un amplio campo de investigación y definiendo la práctica docente como objeto de estudio. De esta manera, emerge el problema teórico y metodológico de qué y cómo observar la dimensión didáctica en la práctica docente, frente a lo cual se hace una discusión en torno a la Didáctica General como derivada de las Teorías del Aprendizaje y las Didácticas Específicas fundamentadas en la especificidad epistemológica de cada disciplina. Frente a la dificultad de encontrar didácticas específicas de todas las disciplinas que pueden hacer parte de la formación de diferentes profesionales, las cuales estén argumentadas filosófica, epistemológica, teórica y metodológicamente, se propone optar la Didáctica General Constructivista como alternativa teórica y metodológica que fundamente la investigación sobre lo didáctico de la práctica docente. El artículo continúa con una revisión amplia sobre los paradigmas Positivista y Constructivista y las didácticas que desde cada uno se sustentan, para cerrar proponiendo los elementos y procesos que caracterizan la Didáctica General Constructivista.Universidade de São Paulo. Faculdade de Educação2012-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/4791410.1590/S1517-97022012000400007Educação e Pesquisa; v. 38 n. 4 (2012); 881-896Educação e Pesquisa; Vol. 38 No. 4 (2012); 881-896Educação e Pesquisa; Vol. 38 Núm. 4 (2012); 881-8961678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPspahttps://www.revistas.usp.br/ep/article/view/47914/51654Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessTovar-Gálvez, Julio CésarGarcía Contreras, Germán Antonio2012-12-13T09:59:58Zoai:revistas.usp.br:article/47914Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2012-12-13T09:59:58Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv An investigation into the teaching practice at the university: epistemological obstacles and alternatives based on the General Constructivist Didactics
Investigación en la práctica docente universitaria: obstáculos epistemológicos y alternativas desde la Didáctica General Constructivista
title An investigation into the teaching practice at the university: epistemological obstacles and alternatives based on the General Constructivist Didactics
spellingShingle An investigation into the teaching practice at the university: epistemological obstacles and alternatives based on the General Constructivist Didactics
Tovar-Gálvez, Julio César
Práctica docente
Didáctica
Epistemología
Constructivismo
Enseñanza-aprendizaje
Teaching practice
Didactics
Epistemology
Constructivism
Teaching-learning
title_short An investigation into the teaching practice at the university: epistemological obstacles and alternatives based on the General Constructivist Didactics
title_full An investigation into the teaching practice at the university: epistemological obstacles and alternatives based on the General Constructivist Didactics
title_fullStr An investigation into the teaching practice at the university: epistemological obstacles and alternatives based on the General Constructivist Didactics
title_full_unstemmed An investigation into the teaching practice at the university: epistemological obstacles and alternatives based on the General Constructivist Didactics
title_sort An investigation into the teaching practice at the university: epistemological obstacles and alternatives based on the General Constructivist Didactics
author Tovar-Gálvez, Julio César
author_facet Tovar-Gálvez, Julio César
García Contreras, Germán Antonio
author_role author
author2 García Contreras, Germán Antonio
author2_role author
dc.contributor.author.fl_str_mv Tovar-Gálvez, Julio César
García Contreras, Germán Antonio
dc.subject.por.fl_str_mv Práctica docente
Didáctica
Epistemología
Constructivismo
Enseñanza-aprendizaje
Teaching practice
Didactics
Epistemology
Constructivism
Teaching-learning
topic Práctica docente
Didáctica
Epistemología
Constructivismo
Enseñanza-aprendizaje
Teaching practice
Didactics
Epistemology
Constructivism
Teaching-learning
description The article is structured to show university teaching as a wide field of investigation, and to define the teaching practice as an object of study. In this way, the theoretical and methodological problem emerges as to what and how to observe the didactic dimension of the teaching practice, carrying out a discussion about General Didactics derived from the Theories of Learning and Specific Didactics founded on the epistemological specificity of each discipline. Faced with the difficulty of finding specific didactics for all disciplines that can be part of the formation of different professionals, which should be philosophically, epistemologically, theoretically and methodologically grounded, we propose to choose the General Constructivist Didactics as a theoretical and methodological alternative to fundament the investigation about the didactic aspect of the teaching practice. The article proceeds to a wide survey of the Positivist and Constructivist paradigms and of the didactics supported by each one of them, closing with a proposal for the elements and processes that characterize the General Constructivist Didactics.
publishDate 2012
dc.date.none.fl_str_mv 2012-12-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/47914
10.1590/S1517-97022012000400007
url https://www.revistas.usp.br/ep/article/view/47914
identifier_str_mv 10.1590/S1517-97022012000400007
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/47914/51654
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 38 n. 4 (2012); 881-896
Educação e Pesquisa; Vol. 38 No. 4 (2012); 881-896
Educação e Pesquisa; Vol. 38 Núm. 4 (2012); 881-896
1678-4634
1517-9702
reponame:Educação e Pesquisa
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Educação e Pesquisa
collection Educação e Pesquisa
repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||revedu@usp.br
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