ABSTRACT
This paper proposes the coexistence, in teaching practice, of two conflicting conceptions of learning. In the theoretical debate, their foundations are presented in two paradigms. In the first, the scholars believe in the possibility of predicting, at some level, the mental processes that individuals experience during learning. In this paradigm there are lines articulated around Piaget's conception of conceptual change and there are researchers, influenced by Vygotsky, who propose what is called conceptual profile. A second paradigm is opposed to the possibility of anticipation of what will be learnt in any event. One argues that human activity is situated historically and socially, and any individual's actual learning is inaccessible. Confronting the debate with data from our research, we argue that even conflicting perspectives can be incorporated into teaching activities.
KEYWORDS
conceptual change; cultural-historical approach; teaching practice
