Abstract

GAVILLON, Póti Quartiero; KROEFF, Renata Fischer da Silveira  and  MARASCHIN, Cleci. Enaction, teaching and learning. Arq. bras. psicol. [online]. 2020, vol.72, n.3, pp. 129-139. ISSN 1809-5267.  http://dx.doi.org/10.36482/1809-5267.ARBP2020v72i3p.129-139.

This paper presents the theory of enaction and its implications for teaching and learning. One of the main concerns of this theory is how to consider not only in a theoretical, but mainly in a methodological way, the experience in the studies of cognition. Varela et al. (2016) seek to create an interdisciplinary field so that different cognitive sciences can interact. With this intention, they produced dialogues with phenomenology, immunology and neuroscience. As a result, we point out that, when considering the embodied nature of knowledge, enaction presents an explanation of learning that is not centered on declarative knowledge, and emphasizes the importance of immersion in learning. The agency of the learner is important because all knowledge is understood as a form of know-how, active. An important tool for the production of learning according to enaction is the creation of spaces of experimentation, so that one can learn in an engaged way.

Keywords : Enaction; Teaching; Learning.

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