This article describes the use, type and evaluations that young people of Higher Education make of the metaphor -linguistic and non-linguistic- as a means to mobilize and make their thinking visible, with the purpose of reaching greater depth in disciplinary understanding. Significant teaching proposals are offered that educators configure including metaphors and routines as resources for teaching and learning. The preliminary results show the need to conceive of this type of metaphorical thinking - divergent and creative - as a didactic category to rethink and configure the educational practices of the 21st century as scenarios of opportunities to co-learn and teach.
Perez Andrada, M., & Civarolo, M. M. (2020). Metaphor as a teaching strategy in the 21st century classroom. Revista Chilena De Pedagogía, 2(1), 25–48. https://doi.org/10.5354/2452-5855.2020.60555
Estimados/as, queremos informar la suspensión de acceso al sistema de gestión de la revista desde el martes 26 de abril hasta el miércoles 4 de mayo por actualización de la plataforma editorial.
Cualquier duda al respecto, pueden comunicarse al correo electrónico del contacto principal.
