THE PSYCHOLOGICAL SUBJECT AND THE TIME OF THE LEARNING

Abstract

Normally the school considers in his pedagogical practice, the student only as a universal subject, relegating his subjectivity to a second level. From this vision, obstacles for learning appear, such as the disregard for the social, affective and cognitive peculiarities of the student. The data collected in this study indicate that this fact is unfolded in a time of the learning what is connected to the programmatic contents. In the standard education, the teacher has the tendency to stipulate the subject in a passive position in the classroom, extinguishing the possibility of action and of an interactive dimension of learning.