De la representación a los hallazgos

Abstract

Teaching procedures often involve linear thinking, which is usually directed from theory to practice through certain resources such as schematic, or sample examples. The heuristic view applied to pedagogical practice in project disciplines seems to show that, in certain cases, this path can be reversed: it is the sensory stimulus that leads us to the construction of theoretical contents. In this paper, we try to demonstrate the above through a simple fact: the representational modification of the Peircean sign impacts on the understanding of its theory, its application and extends its conceptual and practical horizon. The question then is: can the teaching of project disciplines be approached from a disruptive approach? This essay will try to prove that the questioning is worthwhile.