Límites del constructivismo pedagógico

dc.creator	Carlos Humberto Barreto Tovar
dc.creator	Luis Fernando Gutiérrez Amador
dc.creator	Blanca Ligia Pinilla Díaz
dc.creator	Ciro Parra Moreno
dc.date	2006-06-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:21:46Z
dc.date.available	2015-08-12T11:21:46Z
dc.identifier	0123-1294
dc.identifier	https://doaj.org/article/8e0609d559d246b68aaa78e59890e78b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29153
dc.description	En el artículo se hace un estudio sobre los supuestos teóricos del constructivismo, para comprenderlo desde la epistemología y la pedagogía. En la primera parte se describen tres posturas constructivistas relevantes (constructivismo radical, piagetiano y social), como condición necesaria para explorar la posibilidad de ir caracterizando una epistemología constructivista y evidenciar las dificultades epistemológicas que la contemplan. En la segunda parte, el constructivismo como teoría pedagógica, se realiza un acercamiento a la pedagogía constructivista, en el que se muestran los aportes de aquel a la enseñanza. Además, se señalan algunas objeciones de tipo pedagógico, que con relación al tema conviene dejar en claro. Finalmente, estableciendo una relación desde lo epistemológico y pedagógico del constructivismo, se considera que no es una teoría de la enseñanza, sino un modo de plantear los problemas epistemológicos e intentar resolverlos. El trabajo no pretende caer en simplificaciones propias del constructivismo, sino resaltar aspectos positivos que posee, como el de subrayar la importancia de una actitud activa en el aprendizaje.<br>This paper studies the theoretical assumptions of constructivism in order to understand it from the perspectives of epistemology and pedagogy. In the first section, three relevant constructivist positions (radical, Piaget’s, and social constructivism) are described as a necessary condition to explore the possibility of advancing in the characterization of a constructivist epistemology and to be able to show the epistemological difficulties entailed. The second section, constructivism as a pedagogic theory, examines the constructivist pedagogy to show its contribution to teaching. In addition, some pedagogic objections requiring clarification regarding the theme are mentioned. Finally, by establishing a connection from the epistemological and pedagogical perspectives of constructivism, it is suggested that constructivism is not a theory of teaching but rather a way of raising epistemological problems and trying to solve them. It is not the intention of this paper to fall into simplifications which are typical of constructivism but to highlight some of its positive aspects such as underlining the importance of a positive attitude in learning.
dc.language	Spanish
dc.language	English
dc.language	Portuguese
dc.publisher	Universidad de La Sabana
dc.relation	http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-12942006000100002
dc.relation	https://doaj.org/toc/0123-1294
dc.source	Educación y Educadores, Vol 9, Iss 1, Pp 11-31 (2006)
dc.subject	Constructivismo
dc.subject	epistemología
dc.subject	teoría educativa
dc.subject	pedagogía
dc.subject	didáctica
dc.subject	estrategias pedagógicas
dc.subject	Constructivism
dc.subject	epistemology
dc.subject	educational theory
dc.subject	pedagogy
dc.subject	didactics
dc.subject	pedagogic strategies
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Límites del constructivismo pedagógico
dc.type	article