The process of recontextualization and construction of pedagogic identities.

Abstract

It is important to start this disertation, by pointing out that about education, there are lots and varied the studies done. We can find that these studies differ in terms of approach, perspective, themes, intentionalitym level, etc.  But, there is a conscious of the reiterity and yuxtaposition of some of the elements that conforms the different  analysis bodies. 

This article aims to make a contribution to the systematic study of the principles, rules and practices that underline in the process of transforming the texts and discourses of the primary context of discoursive production to the secondary context is discoursive reproduction "recontextualization". In the way that it is assumed that it is and through "it" that the tensions and conflicts have an origin that lets explain the different  pedagogy identities that we have nowadays in our Colombian educative reality. It is convenient to point out that the analysis will be centered in the tertiary level of education. Then, the process of recontextualization of this level has not been studied in a exact way-