Didactic thought as rationality of educational action / Pensamiento didáctico como la racionalidad de la acción educativa

Abstract

This paper is the revised English version of the article El "pensamiento didáctico", published by the author in this magazine in 2011. It is assumed that the concept of didactic thought has a great explanatory potential to understand the rationality of educational action. This rationality is embedded in the phenomena of the construction of knowledge and meaning; it is a rationality that articulates the processes of objectivation and subjectivation of knowledge. It characteristically unfolds in the intersection between the objective world, the intersubjective world, and the subjective world to which Habermas (1987) makes reference; in the action-being, within contexts and involving singular subjects. It is constructed from the existing theoretical knowledge, but it takes a new interpretative structure, open to interaction and completion in its very unfolding.

Políticas, prácticas y trayectorias escolares Dilemas y tensiones en los procesos de inclusión

“…Dentro de los aspectos a destacar podemos mencionar los siguientes: situaciones y vivencias, no sólo educativas o escolares. b) Dentro de éstas, las que tienen que ver con los docentes ocupan un lugar relevante, en cuanto a lo específicamente educativo (Monarca, 2011b;Monarca et al, 2012). Son relevantes, desde este punto de vista, las representaciones y acciones que despliegan.…”