The proposed investigation concerns itself with analyzing the learning possibilities that open as a result of students participating in practical training. The empirical referents are two scholastic spaces that are characterized by the direct participation of students in practical activities: the more classic one, workshops, and the more innovative one, productive student projects.
This different notion of practices is supported in the pedagogical expositions of the New School theories, fundamentally Dewey and Kerschensteiner, (who consider doing, participation, and student work as the basis for intellectual works related to investigation, reflection, analysis, and the capacity for explanation and classification), the theoretical contributions on situated learning (Lave, 1988, 1997, 2001; Lave and Wenger, 1991), and those on learning communities (Wenger, 2001), that point out the active and contextualized character of the knowledge, and propose a vision of learning related to the activities of specific persons in specific circumstances. They link participation with the active intervention of the personnel in social enterprises.
Using a qualitative methodology (observations and interviews) the investigation leads to a rethinking of learning through the continual interrelation of doing, knowing, and learning that unfolds through the use of devices (be they institutionally designed, or those which are employed in a standardized method in the field of activity) to the participation of the students in the continual resolution of problems encountered during the practice; as in the interactions that are established through working as a team to accomplish the work.
|Keywords:||Situated Learning, Technical Education, Learning Activities, Educational Practice|
Educative Research Worker, Research, Instituto Superior de Ciencias de la Educación, Toluca, México, Mexico
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