The Historical-Cultural Approach as a strategy in the formation of Pedagogues in a Private University of San Luis Potosí, Mexico
The following article presents a theorical research that supports the social learning based ...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Revista de Didática e Psicologia Pedagógica - Obutchénie |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/46531 |
| Acceso en línea: | https://seer.ufu.br/index.php/Obutchenie/article/view/46531 |
| Access Level: | acceso abierto |
| Palabra clave: | Historic-cultural approach Didactic development Collaborative learning Enfoque histórico-cultural Didáctica desarrolladora Aprendizaje colaborativo |
| Sumario: | The following article presents a theorical research that supports the social learning based on the Historical-Cultural Approach, initiated by Vygotsky, which he works from a Didactic Development with the students of Pedagogy at the Tangamanga University, Campus Tequis in San Luis Potosí, Mexico. These ideas give the teacher the possibility of generate, from the classroom where he works, the precise situations that enable collaborative learning through as active-transforming orientation for the acquisition of knowledge and real learning in students. |
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