The structuring of knowledge in the service of a contemporary formation of the student

Abstract

In vocational teacher training, considerable transformations that try to put it in line with what the school does How to streamline the educational process in schools and promote a structuring of knowledge that allows students effective guidance to address have occurred the problem solving? Why the student can not always be activated, enrich, and retrieve knowledge achieved before? and how the implementation of the cultural historical approach of Vygotsky or other theories is theoretical and methodological support to achieve? An approach to the answers to these questions, is addressed in this paper.