Aula molecular: Pedagogía de lo elemental a lo cósmico
DOI:
https://doi.org/10.7203/CREATIVITY.6.25111Palavras-chave:
Aprendizaje rizomático, nuevas pedagogías, pensamiento crítico, aprendizaje colaborativo, especulación educativa.
Resumo
Las actuales propuestas en innovación pedagógica sugieren la necesidad de apostar por una escuela abierta, y para ello, las teorías basadas en el conectivismo educativo o el aprendizaje rizomático buscan nuevas prácticas de aula que procuren cambios en la relación del alumnado y el profesorado. Estos cambios se refieren al rechazo de la infantilización docente, la destrucción del abuso de poder y la dinamización del aula o espacio de aprendizaje, por lo que se apunta hacia nuevas experiencias metodológicas en que las pequeñas particularidades del alumnado -lo molecular- se trabajen para la construcción de un conocimiento en constante desarrollo. De esta manera, se propone una pedagogía de lo elemental en que la participación permita construir multiplicidades que crezcan en forma de rizoma en busca de “devenires cósmicos”.
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