The pedagogical know-how from the anthropological category of the "grammaticality"

Abstract

The pedagogical approach and the educative doing are thought as the valued acts for the human improvement, conceived as a constant psycho-cultural re-de-sign. In these times of the dominant ambiences and the strong and the constant communicated signs, the concomitant weakening of the «I» («learning to be» , Act Delors, 1996), requires a valuable pedagogical proposal for the pursued objectives: to develop the levels of autonomy and the personal emancipation.

The human's view as the grammatical being, being of the communication and the language aids to plan the educative improvement as a process of reading, of interpretation and of criticism of the established psycho-culture. The linked signs in the human groups aren't a superficial addition to what previously we are. Better we are what we feed in the permanent circuits of communication. That these circuits are psycho-culturally more competent for achieving persons, groups and communities more autonomous and emancipated will depend on to improve the inclusion and the experience of the personal reality as a grammatical biography -trod (of stair) and expressed-, in the communicative circuits of the all experience.

Key words: Anthropology, Grammaticality, Human Being, Design Pschyco-cultural, Pedagogical Project, Being Person, Critical Education.

Human Being

Citación recomendada | Recommended citation

López Herrerías, J. Á. (2001) . The pedagogical know-how from the anthropological category of the "grammaticality". Revista Española de Pedagogía, 59(220). https://www.revistadepedagogia.org/rep/vol59/iss220/11