Resumen

LABURU, Carlos Eduardo; BARROS, Marcelo Alves  y  SILVA, Osmar Henrique Moura da. Multimodos e múltiplas representações, aprendizagem significativa e subjetividade: três referenciais conciliáveis da educação científica. Ciência educ. [online]. 2011, vol.17, n.02, pp.469-487. ISSN 1516-7313.

The research line in multi-modal and multiple representations is being currently inspiring instruction of actions in the scientific education. Starting by the foundations that justify a didactic direction in the light of theses references, this work tries to show that there is compatibility of their foundations with the theory of the significant learning of Ausubel, and with the lifted up subjects for the researches that indicate the need to consider the students’ subjective diversity present in a classroom. Essentially, we tried to argue that the promotion of a teaching through multiple and multi-modal representation is consistent with the plural atmosphere of the existent subjectivities in a classroom and with a significant learning.

Palabras clave : Multi-Modal and Multiple Representations; Significant Learning; Subjectivity.

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