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In this paper, we analyze the role of the teacher that seeks in students the development of competences, such as those formulated by critical didactics for the development of knowledge, skills and values; which should be supported in the proper use of Information and Communication Technologies, in order to facilitate learning that is meaningful and useful in their family, social and work context; likewise, it invites to the discussion on how from educational practices access to the construction of knowledge in a critical, argumentative, proactive and communicative way, where the interests of each subject that intervenes in the educational process, focuses on learning. Similarly, teacher's role in the development of meaningful learning is exposed with the approach to knowledge that today allow the means of communication and information, which aims to strengthen the teaching-learning process from the interests, needs and opportunities presented the context. [ABSTRACT FROM AUTHOR]

The goal, understanding the development of learning from the constituent elements of a complex knowledge allowed the systematization of the information collected from students in first semester, the program of Social Communication - Journalism, University of the Caribbean, in the two periods of 2010 and the first of 2011, arriving in the process of analyzing the results to the construction of categories, with previous steps: identification of evidence, and systematic order, the identification and construction of familiarity and relationships of each evidence , construction of categories and identifying, trends for the formulation of descriptive arguments, that from its various expressions, examined from the perspective of social constructionism, the logic of program complexity and knowledge of a person, two interrelated themes inherent invariance and change, always present, the latter in any innovative educational process. In this sense, these ideas reinforce the intent of this article: the problem of the assesment as the approach to a possible practice of it should be done from the conception of meaningful learning. [ABSTRACT FROM AUTHOR]