The teaching-learning of research under the new scientific paradigms

Abstract

This essay presents a critical analysis of the way research is being taught at the university higher education level. It is based on how the new paradigms of education make criticism valid, analyzing the different edges that affect, both in the university, as well as in the teachers and students, when it comes to the teaching-learning of research. The idea is to disentangle reality and lead to inferences that help demystify the research, as a starting point for a broader debate on concrete solutions.