Obstáculos en la construcción del conocimiento de la contabilidad general en el nivel medio superior y superior, derivados de la aplicación de una metodología basada en la didáctica tradicional.

Abstract

The nodal point of this paper is to reflect on the inefficiency to generate meaningful learning to apply the traditional teaching techniques in the teaching process - learning from the General Accounting The justification is based on a theoretical explanation of the development of this technique in the middle level and higher and the complications that brings the student to absorb the knowledge to the point of reflection and criticism, and also examine the alternative model (Reflex - Critically, the model needs to change its position teaching technicist and assume the role of a researcher in the classroom. The teacher should begin the investigation into the classroom with a view critical of the curriculum that uses literature and adapting content to the changes necessary for the creation of a teaching strategy reflexive, critical and participatory to enable students to construct a reflective and learning also critical: meaningful. Subsequently, the teacher will escalate levels of research, producing articles, participate in forums or writing books. But the question remains latent: Why is not research in the classroom?