PEDAGOGÍA DIALOGANTE

ANTECEDENTES Una síntesis dialéctica

Frente a Modelo Pedagógico Heteroestructurante surge el Modelo Pedagógico

Autoestructurante

a

Principios del siglo XX

garantiza

ESCUELA ESCUE LA NUEVA NUEVA Y ACTIV ACTI VA MODELO

A fines del siglo XX Enfoque CONSTRUCTIVISTA

surge

DIALOGANTE E INTERESTRUCTURANTE

reconozca El papel activo del ESTUDIANTE

para

Quitarle el terreno a la ESCUELA TRADICIONAL

El rol esencial y determinante de los MEDIADORES

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SÍNTESIS DIALÉCTICA discrepa con reconoce

Modelo Pedagógico Heteroestructurante Modelo Pedagógico en que

Heteroestructurante

El conocimiento como construcción externa al salón de

La ejercitación y la reiteración tienen un papel

Modelo centrado en el docente En el proceso de APREHENDIZAJE

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SÍNTESIS DIALÉCTICA recupera de

La ESCUELA ACTIVA

El papel activo del estudiante

En el proceso de APREHENDIZAJE

recupera de

Los ENFOQUES pero debe distanciarse de

CONSTRUCTIVISTAS

Finalidad de la comprensión y el desarrollo intelectual que se le asigna

A la escuela

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EN SÍNTESIS… reconocer

Un MODELO

El conocimiento se construye fuera de la escuela

para lograr

La FINALIDAD de la Educación

pero

de manera activa e E S T U D I A

NO puede

interestructurada en base a DIÁLOGO PEDAGÓGICO

D O C E N T

Estar centrada en EL APRENDIZAJE SINO EN

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Papel del docente, estudiante y conocimiento dentro del proceso formativo Autoestructurante

Heteroestructurante Conocimiento

Conocimiento Conocimiento

Docente

Estudiante

Estudiante

Docente

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Papel del docente, estudiante y conocimiento dentro del proceso formativo Autoestructurante

Heteroestructurante

Aprendizaje Memorístico y mecánico ESCUELA TRADICIONAL

Aprendizaje mediado, reflexivo, significativo

Aprendizaje directo, experiencial, por descubrimiento ESCU ELA ACTIVA Y ESCUELA CONSTRUCTIVISMO PEDAGÓGICO

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Impulsar el desarrollo autónomos Están

MODELO PEDAGÓGICO DIALOGANTE

Son

interrelacionados

Hay

muchos: medios,

reconocer Dimensiones humanas

“Es obligación

de la escuela enseñarnos a pensar mejor, amar mejor y

actuar mejor”

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La INTERDEPENDENCIA entre Sistema Cognitivo

Sistema Valorativo

Se daba de manera paralela

es un Un principio según el cual

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Es un ser histórico Ideas prefabricadas

Es un ser culturalmente determinado

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UNA TEORÍA, UN SENTIMIENTO SENTI MIENTO O UNA PRÁCTICA

No se pueden comprender

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APORTES A LA PEDAGOGÍA DIALOGANTE

Privados

Disminuidos

Retrasados pedagógicos

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EL HOMBRE DEBE ENTENDERSE COMO