THE DISCURSIVE FIELD OF CONSTRUCTIVISM IN EDUCATION

Abstract

The center of contemporary school action is the student, a subject of interest, autonomous in his or her learning and constructor of knowledge. In this sense, what role has constructivism played in the displacement of teaching by learning and a subsequent crisis in education? This question in turn leads to the question of constructivism: what is it, a model, an approach, a current, a theory? This article outlines a conceptual approach from the perspective of Mario Carretero, Juan Delval and César Coll, who relate constructivism with Piaget, Vygotsky, Ausubel and cognitive psychology to derive a constructivist conception of teaching and learning. However, the proposal is to understand constructivism as a discursive field in which plural and dispersed discourses are precisely articulated, framed by knowledge coming from psychological theories that oppose and cross each other, in order to determine how subjects construct knowledge.

Keywords: Constructivism; Learning; Discursive field; Knowledge.