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El modelo educativo venezolano y sus desafíos en el siglo XXI. Algunos efectos de la reforma educativa

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  • Parra, Gabriel
  • Cejas M., Magda

Abstract

The present report shows some of the most important aspects in relation to the technoformative processes of Latin America, with special reference to the case of Venezuela. As a first point, some historical antecedents are highlighted which allow to delineate some reaches of the culturing model within the framework imposed by conquest and colonization. The main entropic characteristics of the education in Latin America are defined. The impact that has the paradigmatic changes is emphasized --the positioning of the microelectronic key factor in the infocapitalist era-- understanding the lived realism (socioestructural) and the dreamed realism (sociosymbolic) and in the conformation of a new subjectivity. Otherwise, some important keys which define new ethical-esthetics subjectivity and its challenges to the educative rethought. A gnoseological understanding of the new capitalist rationality and a vision based on the Political and Strategic Paradigm are discussed like a perspective to rethought/rethought-ourselves in the conformation of social knowledge, beyond the technoformative scholar apparatus. One sets out consequently, like approach, a gnoseological frame to redefine the reaches of the educative reform.

Suggested Citation

  • Parra, Gabriel & Cejas M., Magda, 2009. "El modelo educativo venezolano y sus desafíos en el siglo XXI. Algunos efectos de la reforma educativa," Entelequia. Revista Interdisciplinar, Entelequia y Grupo Eumed.net (Universidad de Málaga), issue 10, pages 109-123, Fall.
  • Handle: RePEc:erv:ancoec:y:2009:i:10:p:109-123
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    References listed on IDEAS

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    1. Romer, Paul M, 1986. "Increasing Returns and Long-run Growth," Journal of Political Economy, University of Chicago Press, vol. 94(5), pages 1002-1037, October.
    2. Robert J. Barro & Xavier Sala-i-Martin, 1991. "Convergence across States and Regions," Brookings Papers on Economic Activity, Economic Studies Program, The Brookings Institution, vol. 22(1), pages 107-182.
    3. Nazrul Islam, 2003. "What have We Learnt from the Convergence Debate?," Journal of Economic Surveys, Wiley Blackwell, vol. 17(3), pages 309-362, July.
    4. Barro, Robert J & Sala-i-Martin, Xavier, 1992. "Convergence," Journal of Political Economy, University of Chicago Press, vol. 100(2), pages 223-251, April.
    Full references (including those not matched with items on IDEAS)

    More about this item

    Keywords

    Venezuelan Educative Model; Culturing Model; Entropic characteristics; Political and Strategic Paradigm; Educational Reform;

    JEL classification:

    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
    • H75 - Public Economics - - State and Local Government; Intergovernmental Relations - - - State and Local Government: Health, Education, and Welfare
    • I20 - Health, Education, and Welfare - - Education - - - General
    • N36 - Economic History - - Labor and Consumers, Demography, Education, Health, Welfare, Income, Wealth, Religion, and Philanthropy - - - Latin America; Caribbean
    • P36 - Economic Systems - - Socialist Institutions and Their Transitions - - - Consumer Economics; Health; Education and Training; Welfare, Income, Wealth, and Poverty

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