Constructivism and technologies in education. Between innovation and learning to learn

The objective of paper is to characterize the conditions of possibility of the discourse on constructivism in education, which is in turn a discourse that includes technology as one of its pillars. Originality / contribution: the work problematizes the meaning of the "knowledge society", q...

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Autores:
Tipo de recurso:
http://purl.org/coar/resource_type/c_6925
Fecha de publicación:
2021
Institución:
Universidad Pedagógica y Tecnológica de Colombia
Repositorio:
RiUPTC: Repositorio Institucional UPTC
Idioma:
spa
OAI Identifier:
oai:repositorio.uptc.edu.co:001/14943
Acceso en línea:
https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12854
https://repositorio.uptc.edu.co/handle/001/14943
Palabra clave:
technology
knowledge society
competences
innovation
constructivism
tecnología
sociedad del conocimiento
competencias
innovación
constructivismo
tecnología
sociedade do conhecimento
competências
inovação
construtivismo
Rights
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Copyright (c) 2021 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION
Description
Summary:The objective of paper is to characterize the conditions of possibility of the discourse on constructivism in education, which is in turn a discourse that includes technology as one of its pillars. Originality / contribution: the work problematizes the meaning of the "knowledge society", questions the relationship between competences in education and innovation, as well as questions the discourse of "learning to learn" as the central issue of education that is assumed as constructivist. Method/ strategies Document review. Strategies: Thematic reading of documents on educational policy produced by international agencies. To conclude: it is proposed that constructivism became popular because it seems to reflect what is proposed around "the knowledge society" and the discourse on "learning needs" promoted by international agencies. In the same way, it is suggested that innovation is a structural condition of contemporary education, which explains the discourses of the development of skills and competencies, where it is not about learning something, but about learning to learn