Aprendizaje significativo de Ausubel y segregación educativa

Authors

Garazi Lopez de Aguileta University of Wisconsin-Madison
Marta Soler-Gallart University of Barcelona

https://doi.org/10.17583/remie.0.7431

Keywords:

aprendizaje significativo

Ausubel

aprendizaje dialógico

neurociencia.

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Abstract

Este artículo analiza desde las evidencias de las diversas ciencias el contexto en que se impuso por parte de algunos gobiernos la segregación educativa y las pseudoteorías que la legitimaban. La concepción de aprendizaje significativo de Ausubel fue una de esas concepciones y aquí se analiza especialmente su promoción paralela a la ley de educación de España LOGSE. Se concluye que no hay evidencias de que las escuelas basadas en esta concepción hayan mejorado sus resultados y que algunas de las afirmaciones de Ausubel no están justificadas ni empíricamente ni desde el punto de vista teórico ni tampoco desde los valores hoy compartidos acerca de las relaciones entre las diferentes culturas. El artículo analiza las contribuciones a la educación y a las diferentes ciencias del aprendizaje dialógico y de las líneas de investigación dialógica en que se basa. Concreta las razones por las cuales el aprendizaje dialógico logra mejores resultados cuanto menos se mezcle con el aprendizaje significativo.

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Author Biographies

Garazi Lopez de Aguileta, University of Wisconsin-Madison

Department of Curriculum & Instruction

Marta Soler-Gallart, University of Barcelona

Department of Sociology

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Published

2021-02-14

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Lopez de Aguileta, G., & Soler-Gallart, M. (2021). Aprendizaje significativo de Ausubel y segregación educativa. Multidisciplinary Journal of Educational Research, 11(1), 1–19. https://doi.org/10.17583/remie.0.7431

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Vol. 11 No. 1 (2021): February

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Articles

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