Disciplinary advicing, actors and factors in educational practice.

Abstract

Starting from the perception that underlies the importance of the learning process, the author emphasizes on the reflection on the suitability of knowledge, as one of the fundamental conditions for the self-regulation of knowledge, and for the development of adequate teaching.
Likewise, within this reflection some of the factors and values attributed to the operability of the disciplinary advice are also taken up, and an interpretive parameter regarding its practical implementation is addressed. Thus, showing the importance of the teaching-learning process and some of the areas for its improvement.