Conceptions about learning and their relation with the pedagogical practices

Abstract

The pedagogical practices have become the subject of multiple studies, and have received strong pressure and criticism due to the relationship of the knowledge achieved by the students, the professional development process of the teachers,
and even, for its role in the implementation of new curricular policies, among other incidents. This article, as a contribution to the study the pedagogical practices, exposes some arguments about the theoretical perspective used to explain learning,
with strong or weak relation with the school and the classroom in particular. To achieve it, four perspectives must be outlaid: As transmission of knowledge, as a way to process information and as a situated historical, social and cultural set up and from a sociopolitics perspective. But, what’s the importance about recognizing the different perspectives to explain learning in the study of the pedagogical practices? It could be two reasons. In first place, don’t think that learning is a transparent factor, as in, can you study pedagogical practices without considering learning as a source of conflicts, decision making, even the need for changes or transformations in them? A fundamental problematic aspect about learning of any human practice. Second, don’t believe there is only one true way about learning and from this interpretation, take decisions in relation with the pedagogical practices. The article initially exposes arguments from the written discourses of a specific educational context – El Servicio Nacional de Aprendizaje SENA - to subsequently present the proposals from the literature of research in the field. In summary, it is intended to generate contextualized theoretical elements for the discussion of the topic, mainly in the professional development programs of the professors.