Resumo

RODRIGUEZ ZOYA, Leonardo G.. Desafíos pedagógicos de la enseñanza de metodología de la investigación: hacia una reconceptualización antropológica del sujeto de aprendizaje. Rev. de Inv. Educ. [online]. 2009, vol.2, n.2, pp.105-126. ISSN 1997-4043.

ABSTRACT The aim of this article is to explore and describe the pedagogical, institutional and cognitive obstacles linked to the process of teaching and learning the methodology of social research. For the purpose, we suggest the concept of pedagogical obstacle as a self-reflexive notion, which allows us to show the complexity of the process mentioned above. A comparison between the anthropological composition process of the human subject and the composition of the learning subject in the classroom is made, taking into account the concepts of linguistic praxis and otherness. This analysis allows us to state the central thesis of the article: The contemporary educative praxis is rooted in a pedagogy based on the exclusion of the learning subject. In addition, the classroom is understood as a complex self-organized system where the identity of the knowing subject is formed and shaped. The concept of cognitive imprinting is constructed to show the relation between the development of individual cognitive structures and the individual experience in the context of educative institutions and the classroom. Overcoming the pedagogical obstacle implies an anthropological reconceptualization of the learning subject, which must recognize its complexity. The central contribution of this work consists in developing a pedagogical sense of the anthropological category of homo ludens. Further emphasized are the importance of creating "methodological games" as ludic instances and didactical devices through which the student could assume a leading role in the knowledge construction process.

Palavras-chave : pedagogy of complexity; anthropology of learning subject; cognitive imprinting; cognitive habitus; homo ludens.

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