Theories of Learning and Evaluation Processes for the Social Communication
Dra. Rosane da Conceição Pereira *
Universidade Salgado de Oliveira e FAETEC, CNPq e FAPERJ, Brazil.
*Author to whom correspondence should be addressed.
Abstract
Objective: To prove that a previous knowledge can be the basis of the student's education, but the teacher is critical in significant overhaul for the life of both the Social Communication education. Study Design:Comparative discourse analysis of learning theories with examples in the Social Communication area.
Methodology: Pêcheux’s Discourse Analysis and Theories in the Process of Learning and Evaluation in question.
Results: It is considered that the ability to learn stems from the experience so much the motivation as the innatism, as from the scientific knowledge by Intellect as constructivism, not being the two mutually exclusive theories, but interdiscourses of the Learning Process through discursive practice a class performing a previous knowledge.
Conclusion: The ability to learn is so developed in the actions of the student by contact (cre)active with the knowledge, which is always facilitated by the teacher, whatever the verbal and nonverbal speech to be theorized and put into use.
Keywords: Evaluation, discourse and teaching social communication