Learning informs choices and responds to interests

When we plan and carry out a pedagogical intervention we make choices in a huge range of alternatives. We choose the content, how to present it, what we will do and what the apprentices will do. Each of these choices says something about who we are and how we position ourselves in the world. In addition, these choices also give learners clues about how to interpret the information we share, but it does not condition them. They too, the apprentices, select from everything we offer what they want to learn. Their work is active even when they refuse to learn or participate. The choices of the apprentices will be different according to their interests, according to how mature they are and according to their previous knowledge. So teaching and learning are processes of design. A process that informs choices and responds to interests.

None of the choices we make, whether we teach, or when we learn, are neutral. In fact, the very fact of sharing or learning a system of representation, such as a language, for example, is an identity process. Learning a language transforms us because with this learning comes sociocultural and historical information. The way we see the world is transformed when we learn. Our interpretations of reality has more elements to realte to and, therefore, we should become more tolerant and humble people, aware that we will learn throughout life. You can accumulate information and believe yourself superior to others because you know a lot about a topic or you can integrate information and understand how much remains to be learned. These are critical professional awareness issues: what values ​​and beliefs do I feed when I what to become or I am a teacher? I am aware that the classroom is a space for negotiating power and authority? Do I understand that each pedagogical design distributes or concentrates power?