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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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

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dc.title.en-US.fl_str_mv	Constructivism and technologies in education. Between innovation and learning to learn
dc.title.es-ES.fl_str_mv	Constructivismo y tecnologías en educación. Entre la innovación y el aprender a aprender
dc.title.pt-BR.fl_str_mv	Construtivismo e tecnologias na educação. Entre inovação e aprender a aprender
title	Constructivism and technologies in education. Between innovation and learning to learn
spellingShingle	Constructivism and technologies in education. Between innovation and learning to learn technology knowledge society competences innovation constructivism tecnología sociedad del conocimiento competencias innovación constructivismo tecnología sociedade do conhecimento competências inovação construtivismo
title_short	Constructivism and technologies in education. Between innovation and learning to learn
title_full	Constructivism and technologies in education. Between innovation and learning to learn
title_fullStr	Constructivism and technologies in education. Between innovation and learning to learn
title_full_unstemmed	Constructivism and technologies in education. Between innovation and learning to learn
title_sort	Constructivism and technologies in education. Between innovation and learning to learn
dc.subject.en-US.fl_str_mv	technology knowledge society competences innovation constructivism
topic	technology knowledge society competences innovation constructivism tecnología sociedad del conocimiento competencias innovación constructivismo tecnología sociedade do conhecimento competências inovação construtivismo
dc.subject.es-ES.fl_str_mv	tecnología sociedad del conocimiento competencias innovación constructivismo
dc.subject.pt-BR.fl_str_mv	tecnología sociedade do conhecimento competências inovação construtivismo
description	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
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2024-07-05T19:15:15Z
dc.date.available.none.fl_str_mv	2024-07-05T19:15:15Z
dc.date.none.fl_str_mv	2021-05-18
dc.type.none.fl_str_mv	info:eu-repo/semantics/article
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dc.identifier.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12854 10.19053/01227238.12854
dc.identifier.uri.none.fl_str_mv	https://repositorio.uptc.edu.co/handle/001/14943
url	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12854 https://repositorio.uptc.edu.co/handle/001/14943
identifier_str_mv	10.19053/01227238.12854
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language	spa
dc.relation.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12854/10976 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12854/11308
dc.rights.en-US.fl_str_mv	Copyright (c) 2021 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION
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rights_invalid_str_mv	Copyright (c) 2021 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf426 http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv	application/pdf text/html
dc.publisher.en-US.fl_str_mv	Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv	Revista Historia de la Educación Latinoamericana; Vol. 23 No. 36 (2021): Josefa Tolero de Aguirre
dc.source.es-ES.fl_str_mv	Revista Historia de la Educación Latinoamericana; Vol. 23 Núm. 36 (2021): Josefa Tolero de Aguirre
dc.source.none.fl_str_mv	2256-5248 0122-7238
institution	Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv	Repositorio Institucional UPTC
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spelling	2021-05-182024-07-05T19:15:15Z2024-07-05T19:15:15Zhttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1285410.19053/01227238.12854https://repositorio.uptc.edu.co/handle/001/14943The 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 learnEl objetivo del artículo[1] es caracterizar las condiciones de posibilidad del discurso sobre el constructivismo en educación, que es a su vez un discurso que incluye la tecnología como uno de sus pilares. Originalidad: el trabajo problematiza el sentido de la “sociedad del conocimiento”, cuestiona la relación entre las competencias en educación y la innovación, así como interroga el discurso del “aprender a aprender” como el asunto central de la educación que se asume como constructivista.  Método: Revisión documental. Estrategias: Lectura temática de documentos sobre política educativa producidos por agencias internacionales.  Para concluir, se propone que el constructivismo se popularizó porque parece recoger lo propuesto alrededor de “la sociedad del conocimiento” y el discurso sobre las “necesidades de aprendizaje” promovido por agencias internacionales. Se sugiere, de igual modo, que la innovación es una condición estructural de la educación contemporánea, lo que explica los discursos del desarrollo de habilidades y competencias, donde no se trata de aprender algo, sino de aprender a aprender. [1] El artículo presenta resultados parciales del proyecto de investigación “De la crisis mundial de la educación a la crisis mundial del aprendizaje. 50 años de producción de discurso educacional de la UNESCO” (DSI-511-20), financiado por el Centro de Investigaciones de la Universidad Pedagógica Nacional, bajo la Coordinación de David Rubio Gaviria, durante 2020. Del mismo modo, el artículo esboza resultados preliminares de la tesis doctoral “Análisis arqueogenalógico del constructivismo en educación”, adelantada por Julián Jiménez Guevara.Objetivo: do artigo é caracterizar as condições de possibilidade do discurso sobre o construtivismo na educação, que por sua vez é um discurso que tem a tecnologia como um de seus pilares. Originalidade/aporte:  o trabalho problematiza o significado da “sociedade do conhecimento”, questiona a relação entre competências em educação e inovação, bem como questiona o discurso do “aprender a aprender” como questão central da educação que se assume como construtivista. Método: Revisão de documentos. Estratégia de recoleccion de informação: Leitura temática de documentos sobre política educacional produzidos por agências internacionais. Conclusões:  propõe-se que o construtivismo se popularizou porque parece refletir o que se propõe em torno da "sociedade do conhecimento" e do discurso sobre as "necessidades de aprendizagem" promovido pelas agências internacionais. Sugere-se, da mesma forma, que a inovação é uma condição estrutural da educação contemporânea, que explica os discursos do desenvolvimento de habilidades e competências, onde não se trata de aprender algo, mas de aprender a aprender.application/pdftext/htmlspaspaSociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12854/10976https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/12854/11308Copyright (c) 2021 JOURNAL HISTORY OF LATIN AMERICAN EDUCATIONhttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf426http://purl.org/coar/access_right/c_abf2Revista Historia de la Educación Latinoamericana; Vol. 23 No. 36 (2021): Josefa Tolero de AguirreRevista Historia de la Educación Latinoamericana; Vol. 23 Núm. 36 (2021): Josefa Tolero de Aguirre2256-52480122-7238technologyknowledge societycompetencesinnovationconstructivismtecnologíasociedad del conocimientocompetenciasinnovaciónconstructivismotecnologíasociedade do conhecimentocompetênciasinovaçãoconstrutivismoConstructivism and technologies in education. Between innovation and learning to learnConstructivismo y tecnologías en educación. Entre la innovación y el aprender a aprenderConstrutivismo e tecnologias na educação. Entre inovação e aprender a aprenderinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6925http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a509http://purl.org/coar/version/c_970fb48d4fbd8a85Rubio Gaviria, DavidJiménez Guevara, Julián Ernesto001/14943oai:repositorio.uptc.edu.co:001/149432025-07-18 12:00:55.144https://creativecommons.org/licenses/by-nc-nd/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co

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

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