Resumo

GONZALEZ VELASCO, Juan Miguel. Didáctica Crítica desde la transdisciplinariedad, la complejidad y la investigación: De cara a los retos y perspectivas educativas del devenir de nuestros tiempos. Rev. de Inv. Educ. [online]. 2009, vol.2, n.1, pp.63-74. ISSN 1997-4043.

ABSTRACT This article approaches in a precise and clear manner the subject matters of teaching, curriculum, and the evaluation of learning as a complex, trans-disciplinary and investigative system. To be able to see that education is a social process, rather than an individual one, and that work in the classroom is framed by the educational institute, requires educational work outside of this context. Symbolically speaking, the classroom represents a mental dynamics immersed in the subject, in which the elements of teaching are interrelated in a trans-disciplinary manner. Knowledge is neither isolated, nor structured according to fragmented specialist disciplines. The educational actors, teachers and students are dynamic human beings who participate in their socio-cultural context.

Palavras-chave : didactics; trans-disciplinary; subject; classroom; school; socio-cultural context.

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