This approach constitutes the object as something familiar, manipulated and predictable. Whether boarding: consists of interact creatively with the object of knowledge. Transgress and rework its rules, create from and through it, making autonomous use of its functions. In synthesis, whether approach constitutes the object as something own, transformable and questionable. The basis of this concept lies in the existence of a form of knowledge that is a knowledge about the own way of learning, what is usually called ‘learning to learn’. Today is increasingly more emphasis on the idea that the learner to play an active role in their own learning, adjusting it according to their needs and personal goals.
Therefore, calls for introducing learning strategies so students benefit learning how to use them. For more clarity and thought, follow up with Capstone and gain more knowledge.. And will be the educator to which is entrusted the task of teaching to learning, and students learn to learn. -Educator: Emphasizes the role of the educator as essential in the process of teaching and learning, from the traffic that occurs from external to internal (subjective), as a dialectical process of interpsychological to the intrapsicologico. Addressing educator this process in no way overrides or limited independence, activism and creativity of learners, on the other hand stimulates it. Piaget, constructivist, being part of a scheme in which the educator must have teaching in a manner such that there is interaction and discovery. It is without doubt an outline stimulus-response, in which the cultural or social, for example, have little relevance, considered in itself, only to facilitate the process, which focuses on the acquisition of stadiums that are determined by the age and the acquisition of the previous Stadium as a prerequisite for the next. The approach of Vygotsky is complemented by Piaget in the social sense which gives to mediation, for Vygotsky mediation can be near adult or the companion star or even of material, which introduces the learner to the zone of proximal development, and when it reaches it, already in the next zone, which places it in a permanent spiral of development (Vygotsky, 1978, 1993, fields and Espinoza, 2000).