Pedagogías críticas y transmodernidad Dusseliana. Una revisión bibliográfica en busca de encuentros
Date
Subject
pedagogía
educación
transmodernidad
movimientos de liberación
comunidad
pedagogy
education
transmodernity
liberation movements
community
educación
transmodernidad
movimientos de liberación
comunidad
pedagogy
education
transmodernity
liberation movements
community
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
El artículo tiene como objetivo identificar y mostrar las principales investigaciones, en América Latina y Colombia, en torno a la conexión transmodernidad y pedagogías críticas. Esta revisión bibliográfica busca cimentar la formulación de una pedagogía crítica latinoamericana a partir de los supuestos pedagógicos de Enrique Dussel. Para cumplir dicho propósito, metodológicamente (enfoque cualitativo), se realizó la búsqueda y examen de textos en diversas bases de datos científicas; después, se ejecutó un Análisis Documental de Contenido a 42 estudios. Así, se encontraron tres tendencias o perspectivas teóricas para analizar el vínculo: primero, lo pedagógico transmoderno en lo comunitario y los movimientos sociales. Segundo, la relación pedagogía/transmodernidad en los escenarios educativos institucionales. Tercero, la unión pedagogía y transmodernidad desde la perspectiva de la Pedagógica latinoamericana. Finalmente, se pudo concluir que hay varios abordajes sobre el nexo transmodernidad y pedagogía en Enrique Dussel; no obstante, dicha ligazón se establece en alusión a una práctica pedagógica o social concreta (situada) o queda anclada en una visión pre-transmoderna (anterior a 1992). En ningún caso, se evidencia un estudio sistemático de la obra del autor, posterior a 1992, en busca del mencionado vínculo, lo que implica que esa es una tarea por realizarse.
The purpose of this article is to identify and highlight the primary research conducted in Latin America and Colombia regarding the intersection between transmodernity and critics pedagogys. This bibliographic review aims to establish the groundwork for the development of a Latin American critical pedagogy based on the pedagogical assumptions of Enrique Dussel. To achieve this objective, a qualitative approach was adopted for a thorough search and analysis of texts across various scientific databases, leading to a Documentary Content Analysis of 42 studies. Consequently, three trends or theoretical perspectives emerged in the analysis of this connection: Firstly, transmodern pedagogy within community and social movements. Secondly, the relationship between pedagogy/transmodernity within institutional educational contexts. Thirdly, the connection between pedagogy and transmodernity from the standpoint of Latin American pedagogy. In conclusion, it was observed that there are multiple interpretations of the nexus between transmodernity and pedagogy as proposed by Enrique Dussel. However, this connection is often discussed in relation to specific pedagogical or social practices or is rooted in a pre-transmodern perspective (before 1992). Notably, there is a lack of systematic exploration of the autors work post-1992 concerning this link, suggesting that further research in this área is warranted.
The purpose of this article is to identify and highlight the primary research conducted in Latin America and Colombia regarding the intersection between transmodernity and critics pedagogys. This bibliographic review aims to establish the groundwork for the development of a Latin American critical pedagogy based on the pedagogical assumptions of Enrique Dussel. To achieve this objective, a qualitative approach was adopted for a thorough search and analysis of texts across various scientific databases, leading to a Documentary Content Analysis of 42 studies. Consequently, three trends or theoretical perspectives emerged in the analysis of this connection: Firstly, transmodern pedagogy within community and social movements. Secondly, the relationship between pedagogy/transmodernity within institutional educational contexts. Thirdly, the connection between pedagogy and transmodernity from the standpoint of Latin American pedagogy. In conclusion, it was observed that there are multiple interpretations of the nexus between transmodernity and pedagogy as proposed by Enrique Dussel. However, this connection is often discussed in relation to specific pedagogical or social practices or is rooted in a pre-transmodern perspective (before 1992). Notably, there is a lack of systematic exploration of the autors work post-1992 concerning this link, suggesting that further research in this área is warranted.
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info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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info:eu-repo/semantics/publishedVersion
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Science and Education; Vol. 8 No. 2 (2024): Science and Education; 59-73
Ciencia y Educación; Vol. 8 Núm. 2 (2024): Ciencia y Educación; 59-73
2613-8808
2613-8794
10.22206/cyed.2024.v8i2
Ciencia y Educación; Vol. 8 Núm. 2 (2024): Ciencia y Educación; 59-73
2613-8808
2613-8794
10.22206/cyed.2024.v8i2