Critical construction of pedagogical practices: reflections from cultural and discursive psychology

Abstract

This article presents a critical reflection on pedagogical practices from some premises centered of cultural psychology (Potter, 2008, Gonzalez-Rey, 2009), in addition to the postulates of social constructionism (Gergen, 2006, 2011), thanks to which may include educational processes as social constructs, mediated historically, that allow us to understand the complex relationships that exist between students, teachers, technologies involved in the educational process and the system of networks and communities that interact in the teaching-learning process. The reflection generated in this text, implies the recognition of pedagogical practice as mediate action, focusing on interpersonal relationships, contextualized discourse that permeates educational institutions, as living organisms, in constant transformation.