Fuentes epistemológicas y contextuales para la generación de currí­culos pertinentes en la sociedad del conocimiento

Abstract

RESUMENLos currículos de la Era de la Complejidad están fuertemente ligados a los contextos en que se desarrollan, considerando como contexto a las fuentes epistemológicas y de la realidad que son el marco de referencia para su construcción y organización de los aprendizajes en función de los elementos que se obtienen desde el estudio de la realidad. Este trabajo explora las fuentes señaladas y cómo se organizan para servir de base al diseño curricular de ofertas formativas en Educación Superior.Palabras clave: horizontes epistemológicos, núcleos básicos de las disciplinas, problemas de la realidad, tendencias, tensiones.Epistemological and contextual sources for generating relevant curriculum in the Society of KnowledgeABSTRACTThe curricula of the Age of Complexity are closely linked to the contexts in which they are developed, considering as context the epistemological sources and the reality being the frameworks for the construction and organization of learning in terms of the elements obtained from the study of reality. This paper explores the sources above mentioned and how they are organized to provide a basis for curriculum design of Higher Education offers.Key words: Epistemological horizons, discipline basic cores, problems of reality, trends, tensions.

Semantic Correlation Model of Socio-Formative Data for Curricular Planning Evaluation

“…In the case of this work, the curriculum is understood as a structure of theoretical, conceptual, and methodological relationships on which the educational project of an institution, its institutional horizon, the training proposal, and the guidelines for teaching practice are adjusted (Rangel Torrijo, 2015;Mendoza Moreira & González Palacios, 2015). For the rest, the curriculum responds to a meeting point between the educational, pedagogical, didactic, and didactic-specialized discourse.…”

Mechatronics over time: 12 years of creative experiences in Ecuador

“…The third curricular design is the one that is executing nowadays since 2017. this last design poses an epistemologycal horizon to follow Industry 4.0 thought Cyber-Physical Systems due the recent tendency of reorganize and modernize education. That is why this last curricula is the start of a systemic curricula [12]. The tendency is clearer in the case of technology related studies, hence each day there are new advances that revolutionize the world, the way of living, making a priority for universities to renovate or extinguish.…”