La abducción, una propuesta para cambiar la escuela.

Abstract

While a cognitive structure committed to deduction generates obedience and passivity, the options derived from abduction foster autonomy and protagonism. The first has as limits those defined by the truth established in terms of content, the second is a search without limits. The advanced systematization shows us that it is possible to organize a school with an abductive logical structure. In this article it is exposed, that school experience is projected turning the actors (students and teachers) into protagonists and is based on their confidence in themselves and in the groups that are constituted by assuming the solution of problems as a goal. The actors are thus the origin of both the questions that guide learning and the solutions that are invented. This dynamic is valid both in the affairs of the academy and in the face of the difficulties and successes of coexistence. We have then, that in an abductive proposal, the tools for pedagogical searches are imagination and creativity that are based on self-confidence and the collective. In this sense, what we are doing is educating citizens living in a democracy.