Pedagogical practice: (re) significance from a positivist position to a critical position

Abstract

From the interest in corroborating the positivist and non-positivist counterpoints towards the (re)signification of the different pedagogical practices that seek to transform teaching-learning, postures from the absolute positivist approach (19th century), the neopositivism and postpositivism until arriving at interpretivism with approaches to the critical social approach, that is, moving from a manipulable experimental methodology to a dialogical-dialectical methodology where critical postures and trends reveal a new school with a tendency to be (re)signified by new pedagogical practices. The article seeks an approach to the state of the art related to the pedagogical practice in mathematics, in such a way that teacher training is oriented towards new approaches that (re) signify the objective and subjective positions in order to complement each other in the teaching-learning processes. It is therefore that this article makes visible radical positions and new pedagogical trends due to the significant differences of each paradigm in order to position a new critical position in the reader from the ontological, epistemological and methodological processes.