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Aprender a aprender se destaca en investigación y políticas del nuevo milenio; ha ocupado la escena educativa en Europa, antes y después de la Recomendación del 2006 sobre Competencias clave. Sin embargo, aprender a aprender está etiquetado por algunos como concepto no científico, que requiere una definición acordada (Coffield, 2002). Lo que parece carecer es una comprensión de cómo funciona y cómo se puede reconocer en los individuos; de hecho, la mayoría de las investigaciones que mencionan este tema abordan otros conceptos relacionados. Una iniciativa política relevante siguió a la revisión de 2018 de las Competencias clave: el desarrollo de un marco de referencia europeo para la competencia Personal, Social y de Aprender a Aprender. ¿Cuál es su justificación y qué posición ocupa frente a la teoría? ¿Cómo pueden beneficiarse los alumnos y los profesionales? Este artículo tiene como objetivo ofrecer ideas teóricas y políticas, trabajando hacia una definición madura de aprender a aprender que abarca aspectos personales y sociales. Con un enfoque pedagógico clave para desplegar esta competencia en la práctica, se propone un modelo de desarrollo informado y práctico de cómo este complejo conjunto de conocimientos, habilidades y actitudes puede operar a lo largo de la vida. Después de todo, no hay nada tan práctico como una buena teoría (Lewin, 1951).
Palabras clave: Aprender a aprender; desarrollo personal; competencias socioemocionales; competencias clave europeas; enfoque pedagógico; modelo de desarrollo.
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