El aprender, el saber y el enseñar: los problemas en el aula vida Estudio de Revisión Sistemática.

Abstract

Introduction: The analysis of how to know, how to learn, with what phases and due to what causes, are matters of psychology, or if you want epistemology, with direct intervention of pedagogy, pondering learning - knowing - teaching, axes that are at the same time present in each of the disciplinary problematizations.

Objective: to address the concepts of knowing-learning-teaching in a psychological and pedagogical key to contribute to the improvement of the teacher's action in classrooms from a perspective of the teacher's own experience in the 21st century.

Method: Through the systematic review in the REDIB 2010-2020 database, 128 articles were obtained that describe, explain and interpret knowing-learning-teaching, bearing in mind that they are constitutive elements of the training act and that as a fundamental triad they are involved one in the other as complements and always in critical perspective to give meaning and meaning to the classroom life. The present study was carried out based on the Preferred reporting elements for systematic review and meta-analysis (PRISMA) method (Urrútia and Bonfill, 2010), obtaining a total of 28 articles after definitive screening.

Results: The 28 articles selected, allowed to obtain relevant data which was organized into 3 major analyzed categories: methodologies and techniques employed, use of new technologies, conception of learning and knowledge as an application for everyday life.

Discussion: This study provides a synthesis of how different research techniques and the uses of new technologies are used in learning - knowing - teaching. The 28 articles show the interest in the use of different pedagogies and didactics that can contribute, both in formal and informal settings, in the obtention of organized knowledge that aims to the configuration of knowledge and that can be part of the daily life of the individuals.