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Abstract
This essay shows an approach to some aspects that take place within the teaching—learning process, and the way in which they should be linked, so that they can efficiently contribute to the formation of the person. The paradigmatic teacher—student relationship is taken as the point of departure, mediated by language. The skills a teacher must have are mentioned, not only as a knowledge transmitting agent, but also as a guide in the student’s formation; at the same time, the student becomes a means of the teacher’s continuing self instruction and formation. The idea of the teacher as the person who favors knowledge and motivates the student to develop an independent and critical thought is sustained. In order to support this idea, a dialogic relationship is sought, which would permit a true communicative action, based on some concepts taken from the fields of anthropology, education, didactics and the theory of communication on the necessity to recognize the other as a different individual. Establishing a didactics according to the individual and collective needs advocates for an educative model that surpasses the classroom vertical teacher—student relationship, as well as promoting equal relationships that facilitate the development of a scientific attitude that leads to a real transformation.
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References
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