Expresiones educativas hegemónicas a nivel mundial: el enfoque por competencias.
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| Title: | Expresiones educativas hegemónicas a nivel mundial: el enfoque por competencias. |
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| Alternate Title: | Hegemonic Worldwide Educational Expressions: The Competency-Based Approach. Expressões educacionais hegemônicas em nível global: a educação baseada em competências. |
| Authors: | Cárdenas-Támara, Felipe1 felipe.cardenas@unisabana.edu.co, Bejarano Chocontá, Johanna1 johanna.choconta1@unisabana.edu.co |
| Source: | Educación y Educadores. sep-dic2024, Vol. 27 Issue 3, p1-22. 22p. |
| Subject Terms: | *Education policy, *Cognitive ability, *Cost effectiveness, *Outcome-based education, *Global studies, Critical discourse analysis, Thematic analysis, Human behavior models |
| Abstract (English): | This article presents the results of a documentary-style investigation grounded in a theoretical and analytical framework, focusing on a review of the state of the art in the competency-based education (CBE) approach. The analytical perspective, rooted in critical discourse analysis, drew from the Scopus bibliographic database and a selection of representative articles indexed in various bibliometric systems (Latindex, Scielo, Dialnet, ProQuest, and JSTOR) whose authors express their stance on this approach in the selected texts. Among the findings, the main positions, both in favor and against, are identified. The global spread of the CBE approach within school systems and higher education should be understood as tied to dominant discourses shaped by educational policies that are heavily influenced by economic logic and behaviorist-oriented educational paradigms. The article concludes with a brief alternative framework to CBE, which the authors refer to as the education of cognitive senses. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo presenta los resultados de una investigación de corte documental con sustento teórico-analítico referido a una revisión sobre el estado del arte del enfoque educativo basado en competencias (EBC). La perspectiva analítica sustentada en el análisis crítico del discurso se apoyó en la base bibliográfica Scopus y en la selección de un conjunto de artículos representativos anclados en diversos sistemas bibliométricos: Latindex, Scielo, Dialnet, Proquest y Jstor, cuyos autores, en los artículos seleccionados, expresan su posición sobre este enfoque. Como parte de los hallazgos, se identifican las principales posturas, ya sea a favor o en contra. La difusión masiva del enfoque a nivel mundial en el ámbito de los sistemas escolares y en la educación superior debe entenderse como anclada a discursos dominantes que están en relación con una política educativa sobredeterminada por la lógica económica y por lógicas educativas de orden conductistas/behavioristas. Al final del texto se brinda un breve esquema alternativo al EBC basado en lo que denominamos educación de los sentidos cognoscitivos. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este artigo apresenta resultados de uma pesquisa documental de caráter teórico-analítico referente ao estado da arte da educação baseada em competências (EBC). As análises, apoiadas na perspectiva da análise crítica do discurso, fundamentaram-se em artigos selecionados da base Scopus e de outros índices bibliométricos representativos, como Latindex, SciELO, Dialnet, ProQuest e JSTOR. Os autores dos trabalhos analisados expressam posicionamentos diversos diante dessa abordagem. Os achados identificam as principais linhas de argumentação, tanto favoráveis quanto críticas. A difusão massiva da EBC nos sistemas escolares e de ensino superior é apresentada como resultado de discursos dominantes, articulados a políticas educacionais orientadas por lógicas econômicas e tendências pedagógicas de natureza condutista/behaviorista. Por fim, o texto apresenta um breve esquema alternativo à EBC, fundamentado no conceito de “educação dos sentidos cognoscitivos†. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This article presents the results of a documentary-style investigation grounded in a theoretical and analytical framework, focusing on a review of the state of the art in the competency-based education (CBE) approach. The analytical perspective, rooted in critical discourse analysis, drew from the Scopus bibliographic database and a selection of representative articles indexed in various bibliometric systems (Latindex, Scielo, Dialnet, ProQuest, and JSTOR) whose authors express their stance on this approach in the selected texts. Among the findings, the main positions, both in favor and against, are identified. The global spread of the CBE approach within school systems and higher education should be understood as tied to dominant discourses shaped by educational policies that are heavily influenced by economic logic and behaviorist-oriented educational paradigms. The article concludes with a brief alternative framework to CBE, which the authors refer to as the education of cognitive senses. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01231294 |
| DOI: | 10.5294/edu.2024.27.1.1 |
