FOR THE LEARNING MANAGEMENT

Abstract

In this work we seek to structure an epistemic guideline for the concept of learning management and establish the counterpoint with the traditional structure of educational thinking referenced by the teaching management. We did not pretend to historicize the concepts, what we propose is a discussion contextualized in the contemporary critique of traditional models of teaching. It is a bibliographic essay study that deals with the management of learning as a possible pedagogical proposal insofar as each learner can be subject in learning and classificatory linearity gives rise to learning collaboration networks. It is understood that the learning oriented by the management of the learning needs to be delimited by the contextualization of the learning; pedagogical mediation and integrative evaluation. Thus, it is necessary to appropriate autonomy to connect the still unknown to the already known, going from the superficiality of information to the depth of knowledge. We need to move forward and build curricula capable of apprehending the dynamics of learning, for this we must overcome organizational models based on principles of teaching management in which administrative time overlaps learning time.