Learning To Unlearn For Learning Transformative, An Epistemological Look

Abstract

Nowadays we need to reason, to be constructive critics and to have a wide range of perspectives to see every situation from different angles. That is why learning must respond to such demands, since as a process of acquiring knowledge, skills, values and attitudes, it makes possible through study, teaching or experience, which accompanies people throughout life, seeking a permanent change in behavior, which takes place as a result of the practice to which the cycle of knowledge is inherent.The purpose of the study is to analyze the theories and approaches to learning and its relevance, from practice to the meaning of what learning and unlearning implies, to achieve a transformation of learning. The methodology applied in the study is based on a positivist paradigm, with a qualitative approach, field research type, with a descriptive level of documentary design, supported by the specialized bibliographic review, with the techniques of the fiching, underlining, survey and direct observation. As a result, it was obtained that it is necessary to review the methodological processes of knowledge learning that respond to current challenges.