From Declarative Knowledge to Functional Knowledge: The Need of Didactic Transformation

Abstract

The search of alternatives for improving quality education and tensions generated by globalization, expansion and application projects, as well as new ways of production of knowledge demand changes in the ways in which human beings relate to knowledge. In consequence, there has been a generation of reflection spaces from which knowledge is produced, related to didactics as a main element that allows teachers to have a better performance in the classroom and help students reach high academic performance levels. The article shows the types of knowledge and ways to approach learning, as well as the task of teachers in a necessary didactic transformation and constructive coherence.