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S y n o p s i s
The central issue of this article is in the interest in better understanding how Physical Education teachers can create
situations which can possibly be transformed into cognitive conflicts for the students, and how the faculty member can
make use of these conflicts during the teaching-learning process. The article attempts to identify theoretical elements
which may act as subsidies for the teaching practice in Physical Education which expects to make use of cognitive
conflict as a pedagogical principle.
Terms: cognitive conflicts; teaching-learning; teaching methods.
Resumen
Resumen: la cuestin central de este artculo est en el inters en comprender mejor como profesores y profesoras de
Educacin Fsica pueden crear situaciones que tengan la posibilidad de transformarse en conflictos cognitivos para
los alumnos, y cmo el docente puede utilizar estos conflictos durante el proceso enseanza-aprendizaje. El artculo
procura identificar elementos tericos que sirvan de subsidios para la prctica docente en Educacin Fsica que
pretenda utilizar el conflicto cognitivo como principio pedaggico.
Trminos: conflictos cognitivos; enseanza-aprendizaje; mtodos de enseanza.
construtivista
Referncias bibliogrficas