Resumo

PEREZ MOYA, JESÚS. RECIPROCITY PARTNER-PEDAGOGIC OF THE PUPIL CONSIDERING THE TECHNICAL SET PRACTICE OF THE TEACHER. Saber [online]. 2016, vol.28, n.4, pp.838-850. ISSN 1315-0162.

The pedagogical praxis has been the subject of many inquiries in order to implement what could be considered as  the  most  appropriate  in  the  classroom;  from  a  singular  context,  the  teacher  articulates  a  work  proposing  a number  of  methods,  tools,  strategies  and  techniques  considered  by  him  as  the  most  appropriate  to  achieve  a significant  purpose  in  the  teaching-learning  process.  This  implies  a  critical  action  for  the  treatment  of  a pedagogy  taken  from  the  human  condition,  based  in  the  direct  and  emotional  bonding  of  the  student.  In  this sense,  the  curricula,  programs  and  teaching,  are  constantly  reoriented  to  promote  current,  innovative  and appropriate  standards  of  education  demanded  by  students  in  the  XXI  century.  Furthermore,  there  are  many cases of teachers  who extol rhetorical speeches about their pedagogical praxis, but the reality is present when the work remains stuck in a one-dimensional action on the learners, so that the Teaching (content)  - Learning (content)  process  stops  at  only  a  continuous  one  of  pure  technical  and  instrumental  training.  The  teacher,  as main  actor  of  education,  should  make  a  necessary  and  mandatory  use  of  pedagogy,  not  only  as  a  discipline through  which  a  succession  of  knowledge  is  imparted,  but  also,  with  it,  allows  to  transcend  beyond  the  full action of teaching a class. The "superior" attitude in front of the student should put aside and rather involve with him,  not  only  as  learner  but  also  as  a  study  partner. In  this  sense,  the  collective,  reciprocal  and  individual method  will  enable  to  know,  attend  and  accept  in  a  collective  and  particular  way,  the  social  and  educational qualities  that  are  unique  in  each  student,  without  neglecting  the  interaction  of  the  student  group  in  order  to promote a balanced integration in the sharing of knowledge.

Palavras-chave : Pedagogy; education; company; formation.

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