ABSTRACT

The notion of learning context has been central in the research related to the socio-cultural turn that has been carried out in the field of Education during the last decades. Context is afundamental element in the learning process– aprocess that must be understood in relation to the context in which it occurs. In this article we show areconceptualization of the notion of learning context through our teaching practice, which is based in the methodology of learning through contemporary art. This takes place within the framework of two Initial Teacher Education courses: Geography and Pedagogy-Processes and Educational Contexts, Faculty of Education, Psychology and Social Work, University of Lleida, Spain. Our starting point is the notion of the learning context as theorized by Vygotsky and the Cultural-Historical Activity Theory, which has taken us to the notions of situation proposed by Dewey and constructed situation by Situationists and Letterists. We conclude by showing the possibilities that understanding learning contexts from the notion of atmosphere offers. This permits us to suggest the term “learning atmospheres” to overcome some of the limitations and contradictions of Situationist and Letterist discourses and practices, and to put them in tune with the contemporary educational needs.

摘要

学习环境的概念一直是过去几十年在教育领域开展的与社会文化转向相关的研究的核心。语境是学习过程中的一个基本要素——一个必须结合其发生的语境来理解的过程。在这篇文章中，我们通过我们的教学实践展示了学习情境概念的概念化，这是基于通过当代艺术学习的方法论。这发生在两个初始教师教育课程的框架内：西班牙莱里达大学教育、心理学和社会工作学院的地理和教学过程和教育背景。我们的出发点是由维果茨基和文化历史活动理论理论化的学习情境的概念，这将我们带到了杜威提出的情境概念和情境主义者和文学家构建的情境概念。最后，我们展示了从氛围的概念理解学习环境所提供的可能性。这使我们能够提出“学习氛围”一词来克服情境主义和文学主义话语和实践的一些局限性和矛盾，并使它们与当代教育需求相协调。