How is knowledge constructed and how are subjectsformed in the human and social sciences?

Abstract

Today's world demands a multifaceted examination that is only achievable
through a complex look that uses various angles of critical analysis. In this sense, we propose to contextualize the educational situation to try to answer the
question, who to train? which is related to its two corollaries: why and what
for. Due to the above, putting the act of learning at the center of the student's journey implies introducing, from the beginning of university studies, the teaching of complex thinking and the search and appearance of meaning. This means that the teacher becomes a resource provider who provides the material that allows new questions to emerge. Knowledge does not serve to dissolve (solve)
the problem but to reveal the mystery. In this sense, the act of learning, eminently complex, is transformed because it updates an innate capacity, which humanity inherited, which it can transmit and which constitutes its true heritage: learning.