the present article seeks to establish the importance of having the teacher permit the development of instructional strategies based on the constructivist approach in his/her pedagogical classroom practice. with this goal in mind, a set of conceptual elements and strategies was taken as the central focus applicable to the work of a teacher in the classroom. in relation to the student, the processes of significant and strategic learning, motivation and interaction among equals were analyzed, while the possibilities of a teacher？s work in the classroom were studied in relation to his/her roles as mediator for these processes and supplier of regulated pedagogical help.
