La teoría de la objetivación: una perspectiva vygotskiana sobre saber y devenir en la enseñanza y el aprendizaje de las matemáticas
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Lista de autores
Radford, Luis
Resumen
Este libro presenta una exposición sistemática de una teoría sociocultural: la teoría de la objetivación. La teoría de la objetivación pretende superar la antigua tradición occidental que concibe el aprendizaje como el resultado de la experiencia subjetiva. Esta noción del aprendizaje se remonta al siglo XVIII, en el que se imaginaba al niño como un ser natural ya dotado de sus propias potencialidades. En esta línea de pensamiento, para que el niño aprenda se necesita simplemente un entorno propicio. En nuestra época, esta concepción del aprendizaje ha sido personificada por las pedagogías centradas en el niño y, más recientemente, por las diversas formas de constructivismo (por ejemplo, psicológico, social, radical). Sin embargo, en estos enfoques educativos, el aprendizaje sigue siendo ciego a las consideraciones de naturaleza social, cultural, histórica y política. En consecuencia, el aprendizaje se abstrae de las fuerzas antagónicas y conflictivas de la sociedad y acaba siendo descrito como un proceso saneado o purificado de esas fuerzas; el aprendizaje termina siendo así una mera experiencia subjetiva empobrecida. Al alejarse de las premisas naturalistas y subjetivistas de la pedagogía centrada en el niño y del constructivismo, la teoría de la objetivación es una invitación a concebir el aprendizaje como un auténtico proceso cultural-histórico colectivo.
Fecha
2023
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Nivel educativo
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Referencias
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