LEARNING AND KNOWLEDGE CONSTRUCTION: KNOWING TO LEARN AND LEARNING TO KNOW

The inevitable and necessary telematic adaptation of educational activities resulting from the pandemic period induced more than significant "learning losses" in average students. It is estimated that for female and male pupils in lower secondary schools, there has been a loss equivalent to that theoretically induced by a prolonged absence from educational activities of 0.6 years and a 25 percent increase in the same pupils/children below the minimum level of proficiency (Dorn et al. 2020, Hanushek, E. A., & Woessmann, L. (2020), Zhao 2021). We speak of learning loss or "loss of learning" at a time in history when the use of technological devices has taken hold to avoid the fear of a "gap." It seems more necessary than ever, however, to reappropriate the "human touch" as an element of knowledge co-construction through the creation of bonds of relationships. Let us take advantage of this fact for some considerations related to learning and knowledge processes.