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Plural Pedagogical Modes for the Benefit of High Cognitive Capacities

Abstract:

This research aims to analyze the access to plural pedagogical modes for the benefit of high cognitive abilities. It is a bibliographical study of diachronic character from the rationalist approach. It opposes the universality of an exclusive teaching model that seeks to homogenize cognitive skills by training as a cancellation of critical thinking. In this sense, it promotes presenting instructional structures in accordance with the human right to express plurality. For this reason, it recommends organizing appropriate training strategies for those who show high cognitive skills, in order to favor their own learning rhythms; In addition, articulate knowledge as resources that benefit fair forms of coexistence.