LEARNING AS A PROBLEM ASPECT WITHIN EDUCATIONAL POLICIES

Instruction and education are concepts linked to the development of peoples, which is why governments declare their attention as a priority. Efforts point to several scenarios, especially those related to curriculum reform, most of which are restricted to purposive conceptual frameworks linked to the theological, so that the fundamental basis of the instructional process, learning, has been treated the same form. This has meant that learning theories, most have not been able to overcome the status of the speculative. In light of this, this article represents an attempt to promote opportunities for reflection on deep into the philosophical-scientific comparison of different theoretical approach that have been dealing with learning, in order to be able to glimpse constructs for the specific development paradigm instructional and educational.