The development discourse and education in the contemporary time. Is training in sciences relevant?
This article is constituted on the basis of findings from the research project Potential conditions in teaching of biology in contemporary Colombian schools: a pedagogical strategy for the political discussion on its displacement, which corresponds to the focus of research Routes and Events from the...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2018
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8303 |
| _version_ | 1801706437790924800 |
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| author | Serrato Rodríguez, Deysi |
| author_facet | Serrato Rodríguez, Deysi |
| author_sort | Serrato Rodríguez, Deysi |
| collection | OJS |
| description | This article is constituted on the basis of findings from the research project Potential conditions in teaching of biology in contemporary Colombian schools: a pedagogical strategy for the political discussion on its displacement, which corresponds to the focus of research Routes and Events from the Department of Biology at Universidad Pedagógica Nacional in Colombia. The aim is to highlight how the development discourse settles in the education field as a strategy to make feasible training processes in sciences and its relations with permanent learning, human capital, and research. From an archaeological and genealogical perspective, three methodological concepts are discussed: knowledge, power, and subjectivation. Lastly, it is found that training through which is contemporary is related to flexibility and skills acquisition in favor of the construction of knowledge representing an economic benefit in which science plays a predominant role. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-8303 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2018 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-83032022-06-15T17:00:02Z The development discourse and education in the contemporary time. Is training in sciences relevant? El discurso del desarrollo y la educación en lo contemporáneo: ¿es pertinente formar en ciencias? Le discours sur le développement et l’éducation dans le contemporain. Est-il pertinent de former en sciences? O discurso do desenvolvimento e a educação no contemporâneo: É apropriado formar em ciências? Serrato Rodríguez, Deysi education development sciences skills educación desarrollo ciencias competencias éducation développement sciences compétences educação desenvolvimento ciências concorrências This article is constituted on the basis of findings from the research project Potential conditions in teaching of biology in contemporary Colombian schools: a pedagogical strategy for the political discussion on its displacement, which corresponds to the focus of research Routes and Events from the Department of Biology at Universidad Pedagógica Nacional in Colombia. The aim is to highlight how the development discourse settles in the education field as a strategy to make feasible training processes in sciences and its relations with permanent learning, human capital, and research. From an archaeological and genealogical perspective, three methodological concepts are discussed: knowledge, power, and subjectivation. Lastly, it is found that training through which is contemporary is related to flexibility and skills acquisition in favor of the construction of knowledge representing an economic benefit in which science plays a predominant role. Este artículo se constituye a partir de los hallazgos del proyecto de investigación Condiciones de posibilidad de la enseñanza de la biología en la escuela contemporánea colombiana: una estrategia pedagógica para la discusión política de su desplazamiento de la línea de investigación Trayectos y Aconteceres del Departamento de Biología de la Universidad Pedagógica Nacional. Se pretende visibilizar cómo el discurso del desarrollo se instala en el campo educativo como estrategia para viabilizar los procesos de formación en ciencias y sus relaciones con el aprendizaje permanente, el capital humano y la investigación. Se recurre a la mirada arqueológica-genealógica y desde allí se trabaja con tres conceptos metodológicos: el saber, el poder y la subjetivación. Finalmente, se encuentra que la formación desde lo contemporáneo está relacionada con flexibilidad y adquisición de habilidades en pro de la construcción de conocimiento que represente utilidad económica, en el que la ciencia tiene un lugar preponderante. Cet article est constitué à partir des conclusions du projet de recherche Les conditions de possibilité de l’enseignement de la biologie à l’école contemporaine colombienne : une stratégie pédagogique pour la discussion politique sur son déplacement, correspondant à l’axe de recherche Trajets et Événements du Département de Biologie de l’Universidad Pedagógica Nacional en Colombie. L’objectif est de mettre en évidence comment le discours sur le développement s’installe dans le champ éducatif en tant que stratégie pour viabiliser les processus de formation en sciences et ses relations avec l’apprentissage permanent, le capital humain, et la recherche. Une perspective archéologique et généalogique est employée à partir de laquelle trois concepts méthodologiques sont traités : le savoir, le pouvoir, et la subjectivation. Enfin, il se trouve que la formation depuis le contemporain est liée à la flexibilité et l’acquisition de compétences en faveur de la construction de la connaissance représentant une utilité économique où la science occupe une place prépondérante. Este artigo constitui-se a partir dos achados do projeto de pesquisa Condições de possibilidade do ensino da biologia na escola contemporânea Colombiana: uma estratégia pedagógica para a discussão política de sua deslocação, da linha de investigação Trajetos e Aconteceres do Departamento de Biologia da Universidade Pedagógica Nacional. Pretende-se visibilizar como o discurso do desenvolvimento se instala no campo educativo como estratégia para viabilizar os processos de formação em ciências e suas relações com a aprendizagem permanente, o capital humano e pesquisa. Recorre-se à mirada arqueológica-genealógica. Desde ali trabalha-se com três conceitos metodológicos: o saber, o poder e a subjetivação. Finalmente, encontra-se que a formação desde o contemporâneo está relacionada com flexibilidade e aquisição de habilidades em pró da construção de conhecimento que represente utilidade económica, no que a ciência tem um lugar preponderante. Universidad Pedagógica y Tecnológica de Colombia 2018-05-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml text/html application/zip https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8303 10.19053/22160159.v9.n20.2018.8303 Praxis & Saber; Vol. 9 No. 20 (2018): Diversidad, Pedagogía y Escuela; 167 - 189 Praxis & Saber; Vol. 9 Núm. 20 (2018): Diversidad, Pedagogía y Escuela; 167 - 189 Praxis & Saber; Vol. 9 No 20 (2018): Diversidad, Pedagogía y Escuela; 167 - 189 Praxis & Saber; V. 9 N. 20 (2018): Diversidad, Pedagogía y Escuela; 167 - 189 Praxis & Saber; v. 9 n. 20 (2018): Diversidad, Pedagogía y Escuela; 167 - 189 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8303/7151 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8303/7542 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8303/9046 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8303/9047 Derechos de autor 2018 Deysi Serrato Rodríguez |
| spellingShingle | education development sciences skills educación desarrollo ciencias competencias éducation développement sciences compétences educação desenvolvimento ciências concorrências Serrato Rodríguez, Deysi The development discourse and education in the contemporary time. Is training in sciences relevant? |
| title | The development discourse and education in the contemporary time. Is training in sciences relevant? |
| title_alt | El discurso del desarrollo y la educación en lo contemporáneo: ¿es pertinente formar en ciencias? Le discours sur le développement et l’éducation dans le contemporain. Est-il pertinent de former en sciences? O discurso do desenvolvimento e a educação no contemporâneo: É apropriado formar em ciências? |
| title_full | The development discourse and education in the contemporary time. Is training in sciences relevant? |
| title_fullStr | The development discourse and education in the contemporary time. Is training in sciences relevant? |
| title_full_unstemmed | The development discourse and education in the contemporary time. Is training in sciences relevant? |
| title_short | The development discourse and education in the contemporary time. Is training in sciences relevant? |
| title_sort | development discourse and education in the contemporary time is training in sciences relevant |
| topic | education development sciences skills educación desarrollo ciencias competencias éducation développement sciences compétences educação desenvolvimento ciências concorrências |
| topic_facet | education development sciences skills educación desarrollo ciencias competencias éducation développement sciences compétences educação desenvolvimento ciências concorrências |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8303 |
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