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Estudio filantrópico del Modelo Pedagógico de Praxeología de Uniminuto: aproximación analógica a nivel socio-educativo.

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Title: Estudio filantrópico del Modelo Pedagógico de Praxeología de Uniminuto: aproximación analógica a nivel socio-educativo.
Alternate Title: Philanthropic study of the Pedagogical Model of Uniminuto Praxeology: analogue approach at socio-educational level.
Authors: Zambrano Valdivieso, Óscar Javier1 ozambranov1@uniminuto.edu.co, Lara Calderón, Pablo Lleral1, Gutiérrez Espalza, Alejandra María1
Source: Educación y Humanismo. ene-jun2018, Vol. 20 Issue 34, p187-200. 14p.
Abstract (English): Objective: Carry out a philanthropic study of Uniminuto's Pedagogical Model Praxeological as an analogical approach at a socio-educational level. Method: A review of contributions to authors such as Bauman (2007) is presented from his work The challenges of education in liquid modernity; Bedoya (2008) with Pedagogy Teach to think?, Carbonell (2008) from An education for tomorrow; Caride (2009) from the Praise of social pedagogy: about the new and old challenges of social education, Hincapie (2012), among others. Results: When analyzing the education sector, it is interesting how the pedagogical aspect interacts with the social to pretend to improve the quality of life of the human being, education, to be relevant, must prepare the citizens of the future for a learning process, continuous and autonomous, throughout his life; in addition, it should promote multidisciplinary work, appropriate and critical integration of technologies, mastery of other languages, encourage discipline, dedication, goal setting and critical thinking. Conclusions: The Uniminuto Model Pedagogical Praxeology allows as an educational system to train an integral human being, trained in dealing with theoretical principles and take them in transition to praxis as an educational act, this process will allow each student to translate into the epicenter of changes socio-educational in micro local terms, responding to a ribosomic education, an education with multiple dimensions aimed at transforming lives, resimbolizing collective imaginaries. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Objetivo: Realizar un estudio filantrópico del Modelo Pedagógico de Praxeología de Uniminuto como aproximación analógica a nivel socio-educativo. Método: Se presenta una revisión de aportes al tema de autores como Bauman (2007) desde su obra Los retos de la educación en la modernidad líquida; Bedoya (2008) con Pedagogía ¿Enseñar a pensar? Carbonell (2008) desde Una educación para mañana, Caride (2009) a partir del Elogio de la pedagogía social: acerca de los nuevos y viejos desafíos de la educación social, Hincapié (2012), entre otros. Resultados: Al analizar el sector de la educación, es interesante cómo el aspecto pedagógico interactúa con lo social para pretender mejorar la calidad de vida del ser humano, la educación, para ser pertinente, debe preparar a los ciudadanos del futuro para un proceso de aprendizaje, continuo y autónomo, a lo largo de su vida; además, debe promover el trabajo multidisciplinario, la integración apropiada y crítica de las tecnologías, el dominio de otros idiomas, incentivar la disciplina, la dedicación, la fijación de metas y el sentido crítico. Conclusiones: El Modelo Pedagógico de Praxeología de Uniminuto permite formar un ser humano integral, capacitado en tratar los principios teóricos y llevarlos en transición a la praxis como acto educativo, dicho proceso permitirá que cada estudiante se traduzca en el epicentro de los cambios socio-educativos en términos micro locales, respondiendo a una educación ribosómica, con múltiples dimensiones dirigidas a transformar vidas, resimbolizando los imaginarios colectivos. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Objective: Carry out a philanthropic study of Uniminuto's Pedagogical Model Praxeological as an analogical approach at a socio-educational level. Method: A review of contributions to authors such as Bauman (2007) is presented from his work The challenges of education in liquid modernity; Bedoya (2008) with Pedagogy Teach to think?, Carbonell (2008) from An education for tomorrow; Caride (2009) from the Praise of social pedagogy: about the new and old challenges of social education, Hincapie (2012), among others. Results: When analyzing the education sector, it is interesting how the pedagogical aspect interacts with the social to pretend to improve the quality of life of the human being, education, to be relevant, must prepare the citizens of the future for a learning process, continuous and autonomous, throughout his life; in addition, it should promote multidisciplinary work, appropriate and critical integration of technologies, mastery of other languages, encourage discipline, dedication, goal setting and critical thinking. Conclusions: The Uniminuto Model Pedagogical Praxeology allows as an educational system to train an integral human being, trained in dealing with theoretical principles and take them in transition to praxis as an educational act, this process will allow each student to translate into the epicenter of changes socio-educational in micro local terms, responding to a ribosomic education, an education with multiple dimensions aimed at transforming lives, resimbolizing collective imaginaries. [ABSTRACT FROM AUTHOR]
ISSN:01242121
DOI:10.17081/eduhum.20.34.2864