Las prácticas de enseñanza como objeto revisado en un nuevo contexto de significación

Abstract

The article deals with the research work and the teaching task carried out by Edith Litwin from the construct “new agenda for didactics”. The classical didactic agenda, centered on the study of content and method, has reduced the theoretical problems of teaching practices to the instrumental application of methods and strategies. Litwin proposes a new approach for the study and understanding of teaching experiences related to what she identifies as “a new agenda”. This approach poses questions about the meaning and significance of teaching and its processes from the perspective of the subjects involved in them. Thus, the construction of a new agenda for the study and research within the didactics field, represents a new program for the field based on two central theoretical, methodological and epistemological dimensions: the collaboration and the involvement of the subjects in the construction of knowledge in the field of teaching theories, and the meaning making process as a substantive orientation for understanding the act of teaching.To recognize the implications of Litwin´s perspective, we present the case of a design research carried out in relation to the development of teaching and learning experiences of dramatic play in the K -4 in a Mexican school.