TEACHING AND RESPONSIBILITY: EPISTEMOLOGICAL IMPLICATIONS OF SOCIAL CONSTRUCTIONISM IN EDUCATION
DOI:
https://doi.org/10.22383/ri.v17i30.98Keywords:
Sociology of knowledge, education, school, responsibilityAbstract
This reflection paper initially presents the way on how a socio-constructionist speech weakens the Sociology of Knowledge in general, and the Sociology of Education in a particular way. As a proposal, the social-realistic posture of the educational sociologist Michael Young (2008) is presented. In a continued manner, some of the pedagogical scopes of the social realism at school are displayed. Finally, the teaching process as a pedagogical challenge and which demands responsibility by the teacher when addressing the learning of their students is proposed.
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