PSYCHOPEDAGOGICAL SYSTEMATIZATION OF THE SCOPE WAYS OF LEARNING

Abstract

This research is justified by the need for science and ethics to systematize the scope of relevance of psychopedagogical advances in relation to ways of learning, since it is still a scope that depends on a lot of study for psychopedagogy to be established relevantly autonomous. Its scopes have been cut for institutional learning in a business environment and, also, clinic focused on protagonism in the school environment. The problem is with what relevance psychopedagogy is currently able to attract the attention of the aforementioned sciences, fields, ethics and objectives to be accepted as a collaborator in the specificity of ways of learning considering the epistemological principle that there can be no learning without teaching and no teaching without learning considering its interrelationship with the other fields listed here. The methodology is qualitative, based on the systematization of research conducted in the last 10 years. The paradigm is one of complexity due to the established objective that has as prerogative the complexity of the being that learns. The expected result is the presentation of a systematized scope capable of corroborating with the ways of learning of the cognoscent being to expand the relevance of psychopedagogy to serve a complex society in its way of learning and, also, of the individuals who compose it in a way increasingly recognized and desired for the positivity of the results obtained from the use of its proposals related to the scope presented here.