Currículo y crisis epistemológica cultural
نویسندگان
چکیده
El objetivo del artículo es analizar por medio de reflexión cualitativa hermenéutica cultural, las bases para la formación profesores, frente a epistemología cultural racionalista, eurocéntrica, en uso estudios e investigaciones educación el Perú. Nuestro objeto reflexión, Proyecto Educativo Nacional, al 2036. problema: se mantiene paradigma excluyente currículo nacional, alienación realidades cotidiano contemporáneo, relación escuela-sociedad y filosofía ancestral andina, principio Allin Kawsay, generando conflictos didáctico pedagógicos, fragmentaciones, tensiones éticas, antropológicas, sociológicas identidades. Preguntamos: ¿El posibilita percibir larga crisis vigente? ¿Reconoce necesidad cambio epistemológico cultural? Recurrimos teorías Bachelard, Jung, Durand, Giroux, Morin y, nuestra propia experiencia docentes investigadores. Resultados encontrados: ajena concientización responsabilidades elecciones colectivas historia vida escolar cotidiana. Finalizando, como Ministerio Educación desea formar nuevos educadores-investigadores, proponemos ciencia holística Kawsay.
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ژورنال
عنوان ژورنال: Revista e-curriculum
سال: 2022
ISSN: ['1809-3876']
DOI: https://doi.org/10.23925/1809-3876.2022v20i1p217-237