Aprendizaje, Memorabilidad y Memoria desde Distintos Paradigmas

Although it is true that learning is not carried out in a structured way or anchored in certain theory,it becomes important to analyze the characteristics each of them is based on. Issues such as how knowledge is acquired, the role memory plays, and how the memorability of a professor, depending on the approach used, -be it due to conviction, temporality or coincidence-, has shaped the way in which a student learned. This proposal is based on a qualitative, descriptive model of documentary analysis, which seeks to integrate learning, memorability and memory within the framework of research on a biographical-narrative study about the teaching practices of memorable professors in higher education.