Modelo de aprendizaje según Vygotsky.

Abstract

This paper aims to describe Lev Vygotsky's Learning Model, identify the main categories and principles of the model to determine how learning will occur in the individual according to Vygotsky's theory. A descriptive investigation was carried out, since the work focused on the collection of data through the bibliographic search of information, so that it is possible to describe the most characteristic, distinctive and particular aspects related to the object of investigation. The general learning norms are needed to give rise to the different psychological approaches that have intervened in their study, trying to explain their process. It begins with a brief description of the Behavioral theory of learning, then the Cognitivist theory and finally focuses on Constructivism, an approach from which Vygotsky's Historical-Cultural perspective emerges. Within the learning theory developed by Vygotsky, categories such as the Zone of Proximal Development, the Real Development Level, the Potential Development Level, the Developer Learning and the Mediation Principle stand out, which are indispensable factors that intervene in the acquisition of knowledge to the author. To finish the work, describe the effectiveness and usefulness of Lev Vygotsky's Learning Model in higher education.