Pedagogy: theory and practice of training
Abstract
This article presents the results of a documentary research with the main objective of understanding the concept of pedagogy from two categories: theory and praxis. The theoretical confrontation developed, first, from the instrumental vision and, second, from a philosophical conception. In the exercise of this confrontation, it was understood that pedagogy as theory and practice of formation has a character of historical-conceptual order. Theoretically it was argued that functional pragmatics looks at theory and practice as exteriorization of acts, situated from the senses and where they are given a value of regularity, applicability and effectiveness, is instrumental; in other words, teach and learn from the immediate reality. However, on the other hand, pedagogy is understood as constitutive of the man who is woven in and during internal experience, in this sense, it concatenates theory as a starting point for historical reflection, which resists the immediate impositions of the external world and contributes dynamically to the interaction between theory and practice that are enhanced in pedagogical praxis. The method that was used was the critical dialectic that proposes as incisive point a counterpoint of the conceptual discussion arriving at ideas of creative order.