<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-4612</journal-id>
<journal-title><![CDATA[Conjectura: Filosofia e Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Conjectura: filos. e Educ.]]></abbrev-journal-title>
<issn>2178-4612</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Caxias do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-46122023000100303</article-id>
<article-id pub-id-type="doi">10.18226/21784612.v28.e023034</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Dualidad y Didáctica General Radical]]></article-title>
<article-title xml:lang="en"><![CDATA[Duality and Radical General Didactics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gascón]]></surname>
<given-names><![CDATA[Agustín de la Herrán]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-46122023000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-46122023000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-46122023000100303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La Didáctica General es la disciplina pedagógica que estudia la enseñanza para el conocimiento y la formación, a través de la comunicación educativa. Los manuales y textos de referencia de la disciplina no suelen reparar en temáticas radicales, esto es, esenciales para la educación y no demandadas. Una de ellas es la dualidad en marcos didácticos, entendida en nuestro contexto como un hábito de la razón humana que, bien perjudica, bien dificulta la evolución personal, social y educativa. El objetivo es triple: por un lado, avanzar en la definición de la dualidad como un problema formativo que incide directamente en la enseñanza, el aprendizaje y la formación o deformación relativa. Por otro, es indagar en fundamentos aplicables, prácticos, de una enseñanza educadora que lo afronte en el proceso evolutivo del ego a la conciencia. El tercero es contribuir al salto en el reconocimiento epistemológico de un problema desatendido o ignorado a un asunto de primera magnitud pedagógica. La metodología es el ensayo pedagógico, realizado desde el enfoque radical e inclusivo aplicado, en esta ocasión, a constructos claves de la Didáctica General. Los resultados se desprenden desde el principio y durante todo el proceso, desde contenidos organizados en epígrafes sucesivos que pueden ser centros de interés didácticos y educativos. La conclusión más importante es que la superación de dualidades puede ser un camino válido para una enseñanza orientada a una formación con base en la conciencia, en cualquier contexto didáctico, informal o formal. En un plano más amplio y aplicable, se constata que la Didáctica General con orientación radical se puede fortalecer epistemológica, investigativa y profesionalmente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract General Didactics is the pedagogical discipline that studies teaching for knowledge and training, through educational communication. The manuals and reference texts of the discipline do not usually pay attention to radical issues that are essential for education and not in demand. One of them is duality in didactic frameworks, understood in our context as a habit of human reason that either harms or hinders personal, social and educational evolution. The objective is threefold: on the one hand, to advance in the definition of duality as a training problem that directly affects teaching, learning and training or relative deformation. On the other hand, it is to investigate the applicable, practical foundations of an educational teaching that deals with it in the evolutionary process from ego to consciousness. The third is to contribute to the leap in epistemological recognition from a neglected or ignored problem to a matter of primary pedagogical magnitude. The methodology is the pedagogical essay, carried out from the radical and inclusive approach applied, on this occasion, to key constructs of General Didactics. The results emerge from the beginning and throughout the process, from contents organised under successive headings that can be didactic and educational centres of interest. The most important conclusion is that the overcoming of dualities can be a valid way for a teaching oriented to an awareness-based education, in any didactic context, informal or formal. On a broader and more applicable level, it is clear that General Didactics with a radical orientation can be strengthened epistemologically, research-wise and professionally.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Didáctica General]]></kwd>
<kwd lng="es"><![CDATA[Dualidad]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Formación]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Enfoque radical e inclusive]]></kwd>
<kwd lng="en"><![CDATA[General Didactics]]></kwd>
<kwd lng="en"><![CDATA[Duality]]></kwd>
<kwd lng="en"><![CDATA[Teaching Training]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Radical and inclusive approach]]></kwd>
</kwd-group>
</article-meta>
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<year>1996</year>
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