Abstract

ERNESTO BEHARES, Luis. The characterization of teaching as a set of techniques for intervention in learning: a critical analysis. Educação. Santa Maria [online]. 2016, vol.41, n.3, pp.617-629. ISSN 1984-6444.  https://doi.org/10.5902/1984644423820.

This paper investigates the conditions of production in which research and operational attention changed from a focus on teaching to a focus on learning. Teaching, understood as the field of historically constituted knowledge, which encounters the instability and contingency we name cognizance, includes learning, but it also goes beyond it. Learning is the individuals´ response in their processes of adaptation and construction of their intellectual tools, and it has required the contribution of psychology for its validation in the field of teaching. The claim of the centrality of learning processes during the 20th century in the field of pedagogy is a key ideological and theoretical transformation. We intend to explore it thoroughly from the dialectically opposed perspective of the theory known as event of teaching.

Keywords : Teaching; Learning; Theory of Action; Theory of Event of Teaching.

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