El presente artículo aborda la importancia de comprender el rol de la conciencia de uno y la del Otro como elemento fundamental dentro de la dinámica del proceso de enseñanza – aprendizaje, centrándose específicamente en los casos de alumnos adultos que trabajan. A partir de este marco, se propone un modelo que consta de cinco fases: reconocer, identificar, validar, responder y partir. Estas etapas se encontrarían presentes en toda relación docente – alumno situada en el contexto del curso que ambos construyen, sugiriéndose que el éxito o fracaso de la misma podría impactar directamente en los resultados del proceso de aprendizaje.

This article covers the importance of understanding the conscience of oneself and the conscience of the other as a fundamental element within the dynamics of interaction of the teaching-learning process, specifically focusing on the case of adult students who work. Starting from this framework, the article proposes a five phase model: to recognize, to identify, to validate, to respond and to part. These phases will be present in every teacher-student relationship in the context of the course that they build together, suggesting that the success or the failure during its transition could directly impact the results of the learning process.

This article covers the importance of understanding the conscience of oneself and the conscience of the other as a fundamental element within the dynamics of interaction of the teaching-learning process, specifically focusing on the case of adult students who work. Starting from this framework, the article proposes a five phase model: to recognize, to identify, to validate, to respond and to part. These phases will be present in every teacher-student relationship in the context of the course that they build together, suggesting that the success or the failure during its transition could directly impact the results of the learning process.

This article covers the importance of understanding the conscience of oneself and the conscience of the other as a fundamental element within the dynamics of interaction of the teaching-learning process, specifically focusing on the case of adult students who work. Starting from this framework, the article proposes a five phase model: to recognize, to identify, to validate, to respond and to part. These phases will be present in every teacher-student relationship in the context of the course that they build together, suggesting that the success or the failure during its transition could directly impact the results of the learning process.

Fernando Loyola (Perú) - Panelista / Juan Kaneko (Perú) - Panelista

El presente plan de negocio tiene el propósito determinar la viabilidad de importar y comercializar cómics y novelas gráficas de España para el mercado de Lima Metropolitana, en el cual, a través de cada capítulo de este plan, se evaluara la factibilidad y viabilidad de este. Para tales fines se realizó un análisis en el aspecto tributario, legal, laboral, ubicación, regímenes, objetivos, políticas, entre otros; que lograran el buen funcionamiento de la empresa.