Educational theory, humanities and university curricular reforms: Is there a university educational model for Latin America?
DOI:
https://doi.org/10.5377/ryr.v1i59.18710Keywords:
theory of education, curriculum, humanities, technology, El SalvadorAbstract
Will there be a pedagogical knowledge founded from the entrails of the intellectuality of Latin America, and will it be possible to overcome the world framework between the global and the "glocal", to ensure an autochthonous pedagogical thought to rebuild the educational identity for Latin America? The answers are complex, but at the same time, challenging to understand some historical background of the theory of education and its impact on the processes of university reforms, which were decisive for social change, from the contexts, science and technology, art, philosophy and all the knowledge that has been treasured by humanity throughout its history, given the level of influence of the knowledge society in the political fluctuation and the belief that the humanities are only "soft skills". In this sense, the essay is oriented towards the analysis of the correlation between humanities and curriculum, as value referents about the dependence on the technical conception of educational sciences, its identity nullity and the dynamization of teachers' knowledge centered on technology and on the positivist referents of scientific knowledge, which states that education must be developed from the obsession for objectivity and the mastery of competences and skills marked by employment and by the university-economy links.
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Instituto de Ciencia, Tecnología e Innovación (ICTI)
Reality and Reflection
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