Usos de la noción de relación con el saber en la investigación educativa y psicopedagógica

Abstract

This theoretical article reports the incipient, but vigorous, development of the notion of relationship with knowledge in the field of educational research, not only at the international level, but also in Argentina. It shows how this notion has the heuristic capacity to articulate, in the analysis of learning, the relationships and multiple influences and overlaps of the dimensions highlighted by theories of school learning, that is, it can account for how learning occurs at the crossroads of different cognitive and metacognitive processes with their sociohistorical and situational anchorage; the link of the learning subject with the learning objects; the epistemological characteristics of learning objects and the uniqueness of the learner's psyche. It is particularly interesting to highlight the psycho-pedagogical investigations carried out at the local level, both within the framework of research projects and undergraduate and postgraduate theses, accounting for the problems and scientific production that it has allowed to generate.o.