Cities and education: the persistence, transformations, and correlations of an immanent link
Following the report Learning to be: The world of education today and tomorrow to UNESCO by Edgar Faure in 1972, where it has been formally noted that education was no longer the same and that its forms and scenarios had become more diversified, the city has increasingly turned into a subject of stu...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6530
- Fecha de publicación:
- 2018
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13507
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8300
https://repositorio.uptc.edu.co/handle/001/13507
- Palabra clave:
- education
city
pedagogy
citizenship
educating cities
urban pedagogy
educación
ciudad
pedagogía
ciudadanía
ciudad educadora
pedagogía urbana
éducation
ville
pédagogie
citoyenneté
éducateur ville
urbaine pédagogie
educação
cidade
pedagogía
cidadania
cidades educadoras
pedagogia urbana
- Rights
- License
- Derechos de autor 2018 Diego Alejandro Cote Ballesteros
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| dc.title.en-US.fl_str_mv |
Cities and education: the persistence, transformations, and correlations of an immanent link |
| dc.title.es-ES.fl_str_mv |
Ciudad y educación: persistencias, transformaciones y correspondencias de un vínculo inmanente |
| dc.title.fr-FR.fl_str_mv |
La ville et l’éducation: les persistances, les transformations et les correspondences d’un lien immanent |
| dc.title.pt-BR.fl_str_mv |
Cidade e educação: persistências, transformações e correspondências de um vínculo inmanente |
| title |
Cities and education: the persistence, transformations, and correlations of an immanent link |
| spellingShingle |
Cities and education: the persistence, transformations, and correlations of an immanent link education city pedagogy citizenship educating cities urban pedagogy educación ciudad pedagogía ciudadanía ciudad educadora pedagogía urbana éducation ville pédagogie citoyenneté éducateur ville urbaine pédagogie educação cidade pedagogía cidadania cidades educadoras pedagogia urbana |
| title_short |
Cities and education: the persistence, transformations, and correlations of an immanent link |
| title_full |
Cities and education: the persistence, transformations, and correlations of an immanent link |
| title_fullStr |
Cities and education: the persistence, transformations, and correlations of an immanent link |
| title_full_unstemmed |
Cities and education: the persistence, transformations, and correlations of an immanent link |
| title_sort |
Cities and education: the persistence, transformations, and correlations of an immanent link |
| dc.subject.en-US.fl_str_mv |
education city pedagogy citizenship educating cities urban pedagogy |
| topic |
education city pedagogy citizenship educating cities urban pedagogy educación ciudad pedagogía ciudadanía ciudad educadora pedagogía urbana éducation ville pédagogie citoyenneté éducateur ville urbaine pédagogie educação cidade pedagogía cidadania cidades educadoras pedagogia urbana |
| dc.subject.es-ES.fl_str_mv |
educación ciudad pedagogía ciudadanía ciudad educadora pedagogía urbana |
| dc.subject.fr-FR.fl_str_mv |
éducation ville pédagogie citoyenneté éducateur ville urbaine pédagogie |
| dc.subject.pt-BR.fl_str_mv |
educação cidade pedagogía cidadania cidades educadoras pedagogia urbana |
| description |
Following the report Learning to be: The world of education today and tomorrow to UNESCO by Edgar Faure in 1972, where it has been formally noted that education was no longer the same and that its forms and scenarios had become more diversified, the city has increasingly turned into a subject of study with regards to education. This article includes an approach to the state of play of the education-city relationship, in the Colombian context. The categories city-school, educating city, the city as a mechanism of education and urban pedagogy are discussed by pointing out the different perspectives from which they have been addressed as well as the conceptual similarities or divergences found in the texts of each author. |
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2018 |
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2024-07-05T19:04:29Z |
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2024-07-05T19:04:29Z |
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2018-05-06 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6530 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8300 10.19053/22160159.v9.n20.2018.8300 |
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https://repositorio.uptc.edu.co/handle/001/13507 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8300 https://repositorio.uptc.edu.co/handle/001/13507 |
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10.19053/22160159.v9.n20.2018.8300 |
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spa |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8300/7149 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8300/7540 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8300/9040 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8300/9042 |
| dc.rights.es-ES.fl_str_mv |
Derechos de autor 2018 Diego Alejandro Cote Ballesteros |
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http://purl.org/coar/access_right/c_abf2 |
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Derechos de autor 2018 Diego Alejandro Cote Ballesteros http://purl.org/coar/access_right/c_abf31 http://purl.org/coar/access_right/c_abf2 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 9 No. 20 (2018): Diversidad, Pedagogía y Escuela; 119-141 |
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Praxis & Saber; Vol. 9 Núm. 20 (2018): Diversidad, Pedagogía y Escuela; 119-141 |
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Praxis & Saber; Vol. 9 No 20 (2018): Diversidad, Pedagogía y Escuela; 119-141 |
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Praxis & Saber; V. 9 N. 20 (2018): Diversidad, Pedagogía y Escuela; 119-141 |
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Praxis & Saber; v. 9 n. 20 (2018): Diversidad, Pedagogía y Escuela; 119-141 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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1839633790504271872 |
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2018-05-062024-07-05T19:04:29Z2024-07-05T19:04:29Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/830010.19053/22160159.v9.n20.2018.8300https://repositorio.uptc.edu.co/handle/001/13507Following the report Learning to be: The world of education today and tomorrow to UNESCO by Edgar Faure in 1972, where it has been formally noted that education was no longer the same and that its forms and scenarios had become more diversified, the city has increasingly turned into a subject of study with regards to education. This article includes an approach to the state of play of the education-city relationship, in the Colombian context. The categories city-school, educating city, the city as a mechanism of education and urban pedagogy are discussed by pointing out the different perspectives from which they have been addressed as well as the conceptual similarities or divergences found in the texts of each author.Después de que hacia 1972, con el informe de la UNESCO Aprender a ser: la educación del futuro, presentado por Edgar Faure, quedara señalado de manera formal que la educación ya no era la misma y que sus formas y escenarios se habían diversificado, la ciudad se ha convertido, cada vez más, en un objeto de estudio en lo referente a la educación. En este artículo se hace un acercamiento al estado de la cuestión de la relación educación–ciudad, en el contexto colombiano. Se abordan las categorías de ciudad-escuela, ciudad educadora, ciudad como dispositivo de educación y pedagogía urbana, señalando las diferentes perspectivas desde las que han sido abordadas, así como las cercanías y distancias conceptuales que se han encontrado en los textos de cada autor.À partir du rapport de l’UNESCO de 1972 « Apprendre à être » présidé par Edgar Faure, où il est précisé de manière formelle que l’éducation n’est plus la même et que ses formes et ses scénarios se sont diversifiés, la ville est devenue de plus en plus un objet d’étude dans le domaine l’éducation. Le présent article comporte une approche de l’état de la question du rapport éducation-ville, dans le contexte colombien. Les catégories ville-école, ville-éducatrice, ville en tant que dispositif d’éducation et de pédagogie urbaine sont abordées, en indiquant les différentes perspectives à partir desquelles celles-ci ont été traitées, ainsi que les similarités et les divergences conceptuelles trouvées dans les textes de chaque auteur.Após que para 1972, com o relatório da UNESCO Aprender a ser: a educação do futuro, apresentado por Edgar Faure, ficasse assinalado de maneira formal que a educação já não era a mesma e que suas formas e cenários se tinham diversificado, a cidade se converteu, a cada vez mais, num objeto de estudo no referente à educação. Neste artigo faz-se uma aproximação ao estado da questão à relação educação-cidade, no contexto colombiano. Abordam-se as categorias de cidade-escola, cidade educadora, cidade como dispositivo de educação e pedagogia urbana, assinalando as diferentes perspectivas desde as que têm sido abordadas, bem como as cercanias e distâncias conceptuais que se encontraram nos textos de cada autor.application/pdfapplication/xmltext/htmlapplication/zipspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8300/7149https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8300/7540https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8300/9040https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8300/9042Derechos de autor 2018 Diego Alejandro Cote Ballesteroshttp://purl.org/coar/access_right/c_abf31http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 9 No. 20 (2018): Diversidad, Pedagogía y Escuela; 119-141Praxis & Saber; Vol. 9 Núm. 20 (2018): Diversidad, Pedagogía y Escuela; 119-141Praxis & Saber; Vol. 9 No 20 (2018): Diversidad, Pedagogía y Escuela; 119-141Praxis & Saber; V. 9 N. 20 (2018): Diversidad, Pedagogía y Escuela; 119-141Praxis & Saber; v. 9 n. 20 (2018): Diversidad, Pedagogía y Escuela; 119-1412462-86032216-0159educationcitypedagogycitizenshipeducating citiesurban pedagogyeducaciónciudadpedagogíaciudadaníaciudad educadorapedagogía urbanaéducationvillepédagogiecitoyennetééducateur villeurbaine pédagogieeducaçãocidadepedagogíacidadaniacidades educadoraspedagogia urbanaCities and education: the persistence, transformations, and correlations of an immanent linkCiudad y educación: persistencias, transformaciones y correspondencias de un vínculo inmanenteLa ville et l’éducation: les persistances, les transformations et les correspondences d’un lien immanentCidade e educação: persistências, transformações e correspondências de um vínculo inmanenteinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6530http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a114http://purl.org/coar/version/c_970fb48d4fbd8a85Cote, Diego Alejandro001/13507oai:repositorio.uptc.edu.co:001/135072025-07-18 11:43:29.641metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |