La memoria activa del saber pedagógico en la contemporaneidad

Abstract

The paper discusses the critical meeting of three paradigmatic projects of the active memory of pedagogic knowledge: Comenius’s Didactic Knowledge, Herbart’s Pedagogy and Dewey’s Education, with some theoretical problems of the present time about education and teaching. The following methodological tools were used: the meeting of several approaches and thecniques suchs as the formation of concepts in the archeology of knowledge by Foucault; the history of concepts practiced by Koselleck and the relationship between concepts and present, from epistemology. The three Masters of Pedagogywere approached from two perspectives: 1) the relationship between the authors’ masterpieces and the historical moment of their production. 2) The inscription in a temporal order different from their production.