Interweaving threads of education: theoretical confluence of Feuerstein, Ausubel and Freinet - a necessary debate between past and present

Abstract

The article analyzes the intersection of the theories of Reuven Feuerstein, David Ausubel and Celestin Freinet, highlighting their significant contributions to pedagogy and cognitive development. Situated in the field of education, the work proposes a detailed exploration of the connections between Feuerstein's structural cognitive modifiability, Ausubel's meaningful learning and Freinet's student-centered pedagogy. Using a bibliographic research methodology, the study reviews relevant academic literature to explore how these theories intertwine and influence modern educational practices. The theoretical references are based on the works of the aforementioned theorists themselves, with an approach that highlights both points of convergence and divergences between their ideas, providing a deep understanding of how their theories can be applied to improve learning environments. The results of the study show that, despite their varied origins and contexts, the theories of Feuerstein, Ausubel and Freinet share a common belief in the ability of students to act as active participants in their education. This theoretical synthesis offers a robust platform for the application of interconnected pedagogical concepts, suggesting that the incorporation of these approaches can promote educational environments that foster not only the acquisition of knowledge, but also the cognitive development and creative expression of students.