APORTES DE LAS TEORÍAS DE APRENDIZAJE EN LA FORMACIÓN TECNOLÓGICA DEL PROFESOR, CONSIDERANDO EL USO CRÍTICO DE LAS TICs

Abstract

The educational process has carried over different historical stages, in which the roles of teacher, pupil and knowledge have changed in the course of time. This evolution is related to the use that it is executed to TICs in the educational process. In the present essay will be approach aspects related to this historical evolution and to the way that learning traditional approaches have turned in social approaches at present, which are qua- lified as open and endless processes. These learning approaches are involved in the socioeconomic reality of the XXI century, which is characterized by its continuously dynamism that demands the educational transformation, and new perspectives in the teacher formation; and by the appropriated use of technological and computer resources. In consequence, the use of TICs in education must change from the instrumental rationality to the communicative one, which allows a more critical conception, including the diversity of thought, and developing the intercultural education of citizens (Fainholc, 2003) in the search of a larger and fair participation in its use and access. The aim of this dissertation is to offer brief theoretical - practical referents to reflect on the teacher formation.