Theoretical approach to affective pedagogical holopraxis in assessment

A 21st century educational vision

Abstract

This article is about the pedagogical holopraxis in the framework of the most dynamic, intelligent and efficient development and exploitation of the didactic resources of the evaluation and learning processes, at a time when, teachers, as sole agents operators of learning, constitute the fundamental substrate of intelligent holopraxico development The objective is the theoretical approach for the affective pedagogical holopraxis in the evaluation, an educational vision of the 21st century. The study of human learning has been a fundamental object of philosophy and epistemology since the time of the Greeks, but in recent years a lot of attention has been paid by theorists in the management area. In management literature, learning is not defined from the philosophical point of view, but rather from the pragmatic point of view. The methodology that supports this document is framed within the qualitative paradigm, of a phenomenological nature. The main conclusion lies in transforming general thinking and its paradigms if you want to reverse educational thinking and its strategies. We must change the existing structures not only of thought, but in full conjunction with social practice and without losing the cultural sense in which it takes shape and unfolds as a complex system. Within the framework of human formation and its cultural development, education is essential. It constitutes the means par excellence through which man cultivates and prepares himself for life and society.