Currículo crítico para la formación en autonomía en los estudiantes de la básica y media
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Fecha
2016
Autores
Sánchez Anillo, Rafael Segundo
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Esta tesis es una investigación propositiva ante la crisis que vive la humanidad por el avance que ha tenido los modelos económicos neoliberales de manera agresiva y arrasadora en las sociedades del mundo y han permeado a los sistemas educativos causando una crisis social que ha permitido desde los gobernantes la intromisión de los currículos ocultos e imponiendo una educación bancaria a través de los planes de estudios, bajo los parámetros de la estandarización que ha deshumanizado a la gran mayoría de los discentes para cumplir con sus objetivos. Para lograr, una propuesta contraria a estos modelos, partí de principios epistemológicos, teóricos y metodológico, fundamentados en la teoría crítica y el paradigma socio crítico, con el objetivo de proponer unos constructos bien cimentados, para construir una vía que conlleve a la educación transformadora y empoderadora para la construcción de la formación de la autonomía en los ciudadanos , que permita construir escenarios para la criticidad y dialogicidad entre los conciudadanos de una nación y en mundo, para poder construir desde los enfoques, medios, paradigmas educativos una sociedad consciente y crítica, que permita contrarrestar los modelos educativos que han permitido llevar a las generaciones actuales a un estado de consumismo, droga, descomposición social, delincuencia, adormecimiento, conformismo, deserción y muerte; es decir, a comportamientos asociados a la inteligencia básica, situación que merece una atención en los nuevas generaciones que hoy se encuentra atrapados en dichos parámetros sociales y políticos. Finalmente, se propone unos fundamentos esenciales a la salida de esta crisis sustentándolos en la teoría crítica y las neurociencias con fundamentos curriculares para la formación de docentes que orienten sus prácticas adaptadas al contexto social, necesidades del discente, intereses de la ciudadanía, paz duradera y capacidades de la inteligencia que conlleve a la formación de un sujeto autónomo empoderado con la transformación social y política.
This thesis is a proactive investigation covering the crisis of mankind, which, by the progress that has been seen by aggressive neoliberal economic models, has swept societies around the world and have permeated the educational systems. This has caused a social crisis that has allowed world leaders to maintain a hidden curriculum, or rather, a complicated banking system, that is difficult for most people to understand. Under the current parameters of standardization, the vast majority of people have been dehumanized due to being incapable of fully understanding the banks system. In order to change our society we need to work contrary to these models and propose new models that aren't based on epistemological, theoretical and methodological principles, but rather based on critical theory and critical social paradigms. These changes will aim to create well-grounded constructs that create a road to transformative, empowering education for the construction and formation of autonomy in citizens. It will build scenarios for criticality and dialogicity among citizens of nations and the rest of the world. To build new approaches, forms of media, and educational paradigms to create a conscious and critical society. To counteracting educational models that have allowed us to bring present generations to a state of consumerism, drugs, social decay, crime, numbness, conformism, desertion and death; ie behaviors associated with basic intelligence. It is a situation that deserves attention in the new generation, and that is now caught between social and political parameters. Finally, the proposal of some essential foundations to exit this current crisis of critical theory and the curriculum of neuroscience: for teacher training to focus on guiding their students in a more adaptable and social context, that focuses on the needs of the student, interests of citizens, lasting peace and intelligence capabilities. This may lead to the formation of empowered subjects that are both socially and politically transformed.
This thesis is a proactive investigation covering the crisis of mankind, which, by the progress that has been seen by aggressive neoliberal economic models, has swept societies around the world and have permeated the educational systems. This has caused a social crisis that has allowed world leaders to maintain a hidden curriculum, or rather, a complicated banking system, that is difficult for most people to understand. Under the current parameters of standardization, the vast majority of people have been dehumanized due to being incapable of fully understanding the banks system. In order to change our society we need to work contrary to these models and propose new models that aren't based on epistemological, theoretical and methodological principles, but rather based on critical theory and critical social paradigms. These changes will aim to create well-grounded constructs that create a road to transformative, empowering education for the construction and formation of autonomy in citizens. It will build scenarios for criticality and dialogicity among citizens of nations and the rest of the world. To build new approaches, forms of media, and educational paradigms to create a conscious and critical society. To counteracting educational models that have allowed us to bring present generations to a state of consumerism, drugs, social decay, crime, numbness, conformism, desertion and death; ie behaviors associated with basic intelligence. It is a situation that deserves attention in the new generation, and that is now caught between social and political parameters. Finally, the proposal of some essential foundations to exit this current crisis of critical theory and the curriculum of neuroscience: for teacher training to focus on guiding their students in a more adaptable and social context, that focuses on the needs of the student, interests of citizens, lasting peace and intelligence capabilities. This may lead to the formation of empowered subjects that are both socially and politically transformed.
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Palabras clave
Currículo, Autonomía, Formación e Identidad cultural, Curriculum, Autonomy, Training and Cultural Identity