Theoretical deconstruction in the cognitive-hypertextual process of the teacher and university student.

Abstract

The article presents the comparative theoretical analysis of the theoretical weakness in cognitive processes of teachers and university students from the Derridian theory of deconstruction and hypertextuality towards the contextualization of theories in pedagogical models addressed in university classrooms and the levels of criticality, application, and cognition within the breaking of the text by the new readers. The research was based on the qualitative methodology using several methods such as: inductive-deductive, and analytical-synthetic; this under a type of simple and direct random non-probabilistic sampling.