Abstract

ZAMORA LABORDE, José; ZAMORA GUEVARA, José  and  ANDRADE ZAMORA, Fabrizzio. Praxeology, laboratory and learning. An emancipator technical curriculum approach. Universidad y Sociedad [online]. 2018, vol.10, n.4, pp. 12-17.  Epub Sep 02, 2018. ISSN 2218-3620.

Teachers still close the classroom door and do what they know how to do and believe it is best for the students they teach. In this sense, changes in the teaching ideology may be among the important changes that can be made in the field of education. The method proclaimed and promoted here consists of combining two activities in the educational process as essential parts of both, teaching and learning: cognitive scientific research and the practice of its application, classroom and laboratory. The reality is that very little is known about how to use laboratory spaces efficiently, an academic confusion in the act of using them and supplying them has caused the University of Guayaquil (in this case investigated) to be deficient in this pedagogical field. It is established that the laboratories were guaranteed after the confirmatory studies on the way in which the knowledge is developed through the use of the computer in the eighties of the twentieth century. But it is clarified that it is not only the use of it that inserts the praxis in learning, but it is a historical break that makes it permissible for electronic equipment to improve them. New classroom ideas are reviewed with permanent laboratory principles in the chemical, agrarian and administrative sciences and one of the conclusions is that laboratories have to be parameterized and properly characterized for each area of ​​knowledge, idealized by an expert in education and another in the area of ​​knowledge, but not characters outside the same, no matter how much you have good intentions, people away from practice, can elucidate in the process but not in the technical and application.

Keywords : Phraseology; emancipating curriculum; laboratory for learning.

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