Una nueva mirada en la mediación pedagógica al encuentro con el sentido del aprendizaje en los procesos educativos

Universidad Nacional: Una nueva mirada en la mediación pedagógica al 78 basan en ningún proceso de transferencia desde el entorno hacia el interior del organismo, porque no existen dos sistemas entre los cuales se pudiese producir esa transferencia. El conocimiento es la forma de existencia del sistema; el conocimiento nuevo se crea cuando se están produciendo cambios en la estructura del sistema. El aumento del conocimiento representa una ampliación del sistema y su reorganización es lo que hace posible nueva forma de acción y nuevos resultados (2002, p.37). Como seres humanos, crecemos y nos transformamos, entrelazando nuestras estructuras cognitivas, nuestro sistema de organización social mediante el lenguaje, las emociones y las coordinaciones consensuales, con el entorno donde nos desenvolvemos social y culturalmente. Durante este proceso, nuestra sociedad se transforma también, cumpliendo así, con los principios de interconectividad y complejidad. Palabras claves: mediación pedagógica, aprendizaje, pedagogía del aprendizaje, interconectividad. Abstrac The article presents an approach to learning experiences throughout the professional practice of the authors. It is approached through a case study which concludes that it is possible to learn from spaces of freedom, implementing strategies that seduce like an act of magic, that provoke and prepare the person for learning. “To educate is not to make adults according to a model but to liberate in each person what prevents them from being themselves, allowing to perform according to their unique ‘genius’ (Olivier Reboul, in the book Philosophy of education ); with this, what is suggested is that learning occurs within a living system in the niche that we already have destined to blow up our passions. According to Assman: [...] in the theory of the unified organism / environment system the appearance of the forms of knowledge is not based on any process of transfer from the environment into the organism, because there are no two systems between which it could be produced that transfer Knowledge is the way of existence of the system; New knowledge is created when changes in the structure of the system are occurring. The increase in knowledge represents an extension of the system and its reorganization which makes possible a new form of action and new results (p. 37). As human beings, we grow and transform ourselves, intertwining our cognitive structures, our system of social organization through language, emotions and consensual coordination, with the environment where we operate socially and culturally. During this process, our society is also transformed, thus complying with the principles of interconnectivity and complexity. Key words : pedagogical mediation, learning, learning pedagogy, interconnectivity.