Resumen

CASTELLARO, Mariano  y  PERALTA, Nadia Soledad. Pensar el conocimiento escolar desde el socioconstructivismo: interacción, construcción y contexto. Perfiles educativos [online]. 2020, vol.42, n.168, pp.140-156.  Epub 09-Mar-2021. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2020.168.59439.

The purpose of this article is to develop a series of formulations surrounding concepts from social constructivism which we consider valuable resources for examining and interpreting the processes of construction of school knowledge. First, as point of departure, we present a definition of social constructivism in the framework of the developmental and educational psychology. Second, we develop a series of social constructivist concepts which we understand as relevant and pertinent for application in an educational context. Third, we reflect on the fundamentally interactive nature of processes of construction of knowledge in the classroom and on the different intervening factors. We conclude by discussing the integrating nature of social constructivism, as a perspective which agglutinates a broad spectrum of notions which contribute to the design of different pedagogic strategies, although all based on the same central assumption: social cognitive interaction as the necessary foundation for the process of construction of knowledge.

Palabras llave : Social constructivism; Peer interaction; Collaborative learning; Interactivity; Knowledge construction; School knowledge.

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