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dc.contributor.authorSandoval-Obando, Eduardo
dc.contributor.authorArévalo Toro, Sergio
dc.contributor.authorGálvez Poblete, Carolina
dc.contributor.authorMoreno-Doña, Alberto
dc.date.accessioned2020-10-21T03:21:22Z
dc.date.available2020-10-21T03:21:22Z
dc.date.issued2020
dc.identifier10.4067/S0718-07052020000100383
dc.identifier.issn0716050X
dc.identifier.urihttps://hdl.handle.net/20.500.12728/7070
dc.description.abstractThe school continues to be a routine and normative space, notoriously neglecting socio-emotional, cultural, historical, and even political aspects of learning. We believe that the school must integrate educational alternatives that minimize the negative impact of the schooling processes. Thus, creativity emerges as a relevant component of the emotional and cognitive development of the human being. Creativity and its neurobiological bases are presented, describing the close connection it has with learning, presenting behavioral guidelines and pedagogical criteria that would facilitate the promotion of this construct, based on the Experiences of Mediate Learning. Finally, the 'educational transformation' is discussed and stressed, taking the leap from incidental to intentional learning, promoting a pedagogy of the question that enables students to discover the world, beyond the limits and forms defined by the school map.es_ES
dc.language.isoeses_ES
dc.publisherUniversidad Austral de Chilees_ES
dc.subjectExperiences of mediate learninges_ES
dc.subjectLearninges_ES
dc.subjectPedagogyes_ES
dc.subjectSchooles_ES
dc.titleSocio-educational Implications of Creativity from Pedagogical Mediation: A critical reviewes_ES
dc.title.alternativeImplicaciones Socioeducativas de la Creatividad a partir de la Mediación Pedagógica: Una Revisión Críticaes_ES
dc.typeArticlees_ES


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