THE TEACHING-LEARNING PROCESS FROM A HISTORICAL-CULTURAL PERSPECTIVE: SOME RECENT DEVELOPMENTS

This book offers a critique of determinism in education, arguing that human development cannot be explained solely by external or internal factors, given the creative, emergent, and open nature of subjective processes. Consequently, schools should not limit themselves to transmitting knowledge but should serve as spaces for the construction of identities, life plans, and new meanings of learning. Teachers thus play a fundamental role as facilitators of meaningful experiences that contribute to students' holistic development. Learning must be understood as a subjective, historical, cultural, and complex process in which emotions, experiences, motivations, and social relationships are just as important as cognitive processes. Therefore, education must generate meaningful experiences that allow students to construct knowledge, strengthen their identity, and develop as active, creative, and autonomous individuals.