UN MODELO PEDAGÓGICO PARA LA REPRODUCCIÓN Y TRANSFORMACIÓN CULTURAL EN LAS SOCIEDADES DEL CONOCIMIENTO

RESUMENEn el artículo se propone un modelo pedagógico que responda a las características de la sociedad del conocimiento desde el ámbito cultural de los educandos. Para esto, se hace un breve análisis de algunas tendencias pedagógicas basado en los aportes de autores como Piaget, Vygostki y Feuerstein como de la misma ciencia cognitiva. De acuerdo a las perspectivas aquí resaltadas, se hace un diseño de modelo pedagógico coherente para implementar en las instituciones educativas y que puede ser adaptada al contexto escolar. Los resultados demuestran la necesidad de profundizar en las investigaciones en el campo de la neurociencia y la ciencia cognitiva, acompañado de los avances en materia de evaluación, proceso que es indispensable y que integra el modelo pedagógico propuesto.ABSTRACTArticle proposes a pedagogical model that satisfies the requirements of the knowledge society from the cultural field of learners. For this, a brief analysis of some educational trends based on the contributions of authors such as Piaget, Vygostki and Feuerstein as cognitive science itself. According to the perspectives highlighted here, there is a consistent design of the pedagogical model to be implemented in educational institutions and can be adapted to the school context. The results demonstrate the need for further research in the field of neuroscience and cognitive science, together with advances in the evaluation process that is indispensable and that integrates the proposed pedagogical model.

The article proposes a pedagogical model that satisfies the requirements of the knowledge society from the cultural field of learners. For this, a brief analysis of some educational trends based on the contributions of authors such as Piaget, Vygostki and Feuerstein as cognitive science itself. According to the perspectives highlighted here, there is a consistent design of the pedagogical model to be implemented in educational institutions and can be adapted to the school context. The results demonstrate the need for further research in the field of neuroscience and cognitive science, together with advances in the evaluation process that is indispensable and that integrates the proposed pedagogical model.

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Resumen

Inglés The article proposes a pedagogical model that satisfies the requirements of the knowledge society from the cultural field of learners. For this, a brief analysis of some educational trends based on the contributions of authors such as Piaget, Vygostki and Feuerstein as cognitive science itself. According to the perspectives highlighted here, there is a consistent design of the pedagogical model to be implemented in educational institutions and can be adapted to the school context. The results demonstrate the need for further research in the field of neuroscience and cognitive science, together with advances in the evaluation process that is indispensable and that integrates the proposed pedagogical model.

Español RESUMENEn el artículo se propone un modelo pedagógico que responda a las características de la sociedad del conocimiento desde el ámbito cultural de los educandos. Para esto, se hace un breve análisis de algunas tendencias pedagógicas basado en los aportes de autores como Piaget, Vygostki y Feuerstein como de la misma ciencia cognitiva. De acuerdo a las perspectivas aquí resaltadas, se hace un diseño de modelo pedagógico coherente para implementar en las instituciones educativas y que puede ser adaptada al contexto escolar. Los resultados demuestran la necesidad de profundizar en las investigaciones en el campo de la neurociencia y la ciencia cognitiva, acompañado de los avances en materia de evaluación, proceso que es indispensable y que integra el modelo pedagógico propuesto.ABSTRACTArticle proposes a pedagogical model that satisfies the requirements of the knowledge society from the cultural field of learners. For this, a brief analysis of some educational trends based on the contributions of authors such as Piaget, Vygostki and Feuerstein as cognitive science itself. According to the perspectives highlighted here, there is a consistent design of the pedagogical model to be implemented in educational institutions and can be adapted to the school context. The results demonstrate the need for further research in the field of neuroscience and cognitive science, together with advances in the evaluation process that is indispensable and that integrates the proposed pedagogical model.