socioconstructivismo

Socioconstructivismo is an educational theory that emphasizes the social context of learning. It posits that knowledge is not simply absorbed by individuals but is actively constructed through social interaction and collaboration. Learning is seen as a process where individuals build upon their existing understanding by engaging with others, sharing ideas, and negotiating meaning. This theory highlights the importance of group work, discussions, and peer teaching in the learning process.

Key to socioconstructivism is the idea of the Zone of Proximal Development (ZPD), a concept introduced by psychologist Lev Vygotsky. The ZPD refers to the gap between what a learner can do independently and what they can achieve with the guidance of a more knowledgeable other, such as a teacher or a peer. Learning, in this view, occurs most effectively within this zone, where learners are challenged but also supported.

Socioconstructivism contrasts with more individualistic learning theories by placing a strong emphasis on the role of culture, language, and social environment in shaping cognitive development. It suggests that learning is deeply embedded in social practices and that understanding is a shared, rather than solely individual, achievement. This perspective influences pedagogical approaches, encouraging educators to create environments that foster active participation, dialogue, and collective problem-solving.