TEACHING BY CORRECTION:
FORMATION MEMOIRS
DOI:
https://doi.org/10.7443/problemata.v16i3.75269Keywords:
Teaching, Representation, Correction, PhilosophyAbstract
Given the formative process we go through, it is as if the world were already predefined and complete, leaving us only the task of assimilating representations and reproducing them. This article investigates the concept of corrective teaching, which has implications for both objective learning and the subjective and affective dimensions of learners. Through reflections and formative experiences, we aim to understand the role of representation in teaching, drawing on authors such as Bergson (2010), Gelamo (2009), and Gallo (2008). Representation is understood as a reduction of the real, as it imposes a standardized perspective on objects. This logic affects not only the content to be learned but also the people involved, who are seen primarily through their institutional roles. We also include in our discussion contributions from Freire (1987), Garcia and Gelamo (2012), and Greiner (2023). From what emerges in the text, we understand that learning happens through the body and experience, in contrast to exogenous impositions. Knowledge, therefore, lies in becoming, and not merely in the fixation of concepts, ideas, and people.
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