Abstract

Purpose. This bibliographic essay analyzes the perspectives and recent research on feedback. The central argument supports the importance of studying the phenomenon from this approach to deepen what the teacher-student interaction is like and how students participate, interpret, and use the feedback information to build knowledge. Discussion. The debate focuses on the criticism of the information transmission approach that limits feedback as a monological-unidirectional practice centered on the teacher. In contrast, the socio-constructivist approach understands it as a social phenomenon in which teachers and students interact. However, both perspectives reduce the discussion to the search for a generic model for good practices and limit its function to the achievement of learning as a cognitive product. Conclusions. It is important to enrich the study in the field from a pedagogical and social approach that assumes feedback as an interactive to problematize the dominant perspectives that define its action as a cognitive product related to academic performance in educational contexts.