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

Listed author(s):
  • Parra, Gabriel
  • Cejas M., Magda
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    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.

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    Article provided by Entelequia y Grupo (Universidad de Málaga) in its journal Entelequia. Revista Interdisciplinar.

    Volume (Year): (2009)
    Issue (Month): 10 (Fall)
    Pages: 109-123

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    Handle: RePEc:erv:ancoec:y:2009:i:10:p:109-123
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