Abstract
Abstract This article reflects on situated learning as a result of interactions between learners and contexts. It starts from the concept of community and its relationship with the learning processes. The article defines community of practice and recognizes the social and situated nature of cognition. It recognizes that knowledge materializes in the form of situated experiences and not just in mental contexts. It addresses the study of students' learning, the type of participation in school activity and in the social contexts of intervention. It identifies pedagogical innovation in a disruptive perspective, which foresees profound changes in the traditional pedagogical relationship that understands the subject as co-builder of his knowledge.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
