Constructivism and technologies in education. Between innovation and learning to learn
The objective of paper is to characterize the conditions of possibility of the discourse on constructivism in education, which is in turn a discourse that includes technology as one of its pillars. Originality / contribution: the work problematizes the meaning of the "knowledge society", q...
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2021
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12854 |
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| author | Rubio Gaviria, David Jiménez Guevara, Julián Ernesto |
| author_facet | Rubio Gaviria, David Jiménez Guevara, Julián Ernesto |
| author_sort | Rubio Gaviria, David |
| collection | OJS |
| description | The objective of paper is to characterize the conditions of possibility of the discourse on constructivism in education, which is in turn a discourse that includes technology as one of its pillars.
Originality / contribution: the work problematizes the meaning of the "knowledge society", questions the relationship between competences in education and innovation, as well as questions the discourse of "learning to learn" as the central issue of education that is assumed as constructivist.
Method/ strategies Document review.
Strategies: Thematic reading of documents on educational policy produced by international agencies.
To conclude: it is proposed that constructivism became popular because it seems to reflect what is proposed around "the knowledge society" and the discourse on "learning needs" promoted by international agencies. In the same way, it is suggested that innovation is a structural condition of contemporary education, which explains the discourses of the development of skills and competencies, where it is not about learning something, but about learning to learn |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-12854 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2021 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-128542023-09-06T20:33:34Z Constructivism and technologies in education. Between innovation and learning to learn Constructivismo y tecnologías en educación. Entre la innovación y el aprender a aprender Construtivismo e tecnologias na educação. Entre inovação e aprender a aprender Rubio Gaviria, David Jiménez Guevara, Julián Ernesto technology knowledge society competences innovation constructivism tecnología sociedad del conocimiento competencias innovación constructivismo tecnología sociedade do conhecimento competências inovação construtivismo The objective of paper is to characterize the conditions of possibility of the discourse on constructivism in education, which is in turn a discourse that includes technology as one of its pillars. Originality / contribution: the work problematizes the meaning of the "knowledge society", questions the relationship between competences in education and innovation, as well as questions the discourse of "learning to learn" as the central issue of education that is assumed as constructivist. Method/ strategies Document review. Strategies: Thematic reading of documents on educational policy produced by international agencies. To conclude: it is proposed that constructivism became popular because it seems to reflect what is proposed around "the knowledge society" and the discourse on "learning needs" promoted by international agencies. In the same way, it is suggested that innovation is a structural condition of contemporary education, which explains the discourses of the development of skills and competencies, where it is not about learning something, but about learning to learn El objetivo del artículo[1] es caracterizar las condiciones de posibilidad del discurso sobre el constructivismo en educación, que es a su vez un discurso que incluye la tecnología como uno de sus pilares. Originalidad: el trabajo problematiza el sentido de la “sociedad del conocimiento”, cuestiona la relación entre las competencias en educación y la innovación, así como interroga el discurso del “aprender a aprender” como el asunto central de la educación que se asume como constructivista. Método: Revisión documental. Estrategias: Lectura temática de documentos sobre política educativa producidos por agencias internacionales. Para concluir, se propone que el constructivismo se popularizó porque parece recoger lo propuesto alrededor de “la sociedad del conocimiento” y el discurso sobre las “necesidades de aprendizaje” promovido por agencias internacionales. Se sugiere, de igual modo, que la innovación es una condición estructural de la educación contemporánea, lo que explica los discursos del desarrollo de habilidades y competencias, donde no se trata de aprender algo, sino de aprender a aprender. [1] El artículo presenta resultados parciales del proyecto de investigación “De la crisis mundial de la educación a la crisis mundial del aprendizaje. 50 años de producción de discurso educacional de la UNESCO” (DSI-511-20), financiado por el Centro de Investigaciones de la Universidad Pedagógica Nacional, bajo la Coordinación de David Rubio Gaviria, durante 2020. Del mismo modo, el artículo esboza resultados preliminares de la tesis doctoral “Análisis arqueogenalógico del constructivismo en educación”, adelantada por Julián Jiménez Guevara. Objetivo: do artigo é caracterizar as condições de possibilidade do discurso sobre o construtivismo na educação, que por sua vez é um discurso que tem a tecnologia como um de seus pilares. Originalidade/aporte: o trabalho problematiza o significado da “sociedade do conhecimento”, questiona a relação entre competências em educação e inovação, bem como questiona o discurso do “aprender a aprender” como questão central da educação que se assume como construtivista. Método: Revisão de documentos. Estratégia de recoleccion de informação: Leitura temática de documentos sobre política educacional produzidos por agências internacionais. Conclusões: propõe-se que o construtivismo se popularizou porque parece refletir o que se propõe em torno da "sociedade do conhecimento" e do discurso sobre as "necessidades de aprendizagem" promovido pelas agências internacionais. Sugere-se, da mesma forma, que a inovação é uma condição estrutural da educação contemporânea, que explica os discursos do desenvolvimento de habilidades e competências, onde não se trata de aprender algo, mas de aprender a aprender. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2021-05-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12854 10.19053/01227238.12854 Revista Historia de la Educación Latinoamericana; Vol. 23 No. 36 (2021): Josefa Tolero de Aguirre Revista Historia de la Educación Latinoamericana; Vol. 23 Núm. 36 (2021): Josefa Tolero de Aguirre 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12854/10976 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12854/11308 Copyright (c) 2021 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION |
| spellingShingle | technology knowledge society competences innovation constructivism tecnología sociedad del conocimiento competencias innovación constructivismo tecnología sociedade do conhecimento competências inovação construtivismo Rubio Gaviria, David Jiménez Guevara, Julián Ernesto Constructivism and technologies in education. Between innovation and learning to learn |
| title | Constructivism and technologies in education. Between innovation and learning to learn |
| title_alt | Constructivismo y tecnologías en educación. Entre la innovación y el aprender a aprender Construtivismo e tecnologias na educação. Entre inovação e aprender a aprender |
| title_full | Constructivism and technologies in education. Between innovation and learning to learn |
| title_fullStr | Constructivism and technologies in education. Between innovation and learning to learn |
| title_full_unstemmed | Constructivism and technologies in education. Between innovation and learning to learn |
| title_short | Constructivism and technologies in education. Between innovation and learning to learn |
| title_sort | constructivism and technologies in education between innovation and learning to learn |
| topic | technology knowledge society competences innovation constructivism tecnología sociedad del conocimiento competencias innovación constructivismo tecnología sociedade do conhecimento competências inovação construtivismo |
| topic_facet | technology knowledge society competences innovation constructivism tecnología sociedad del conocimiento competencias innovación constructivismo tecnología sociedade do conhecimento competências inovação construtivismo |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12854 |
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