Entre la decolonización y el capital humano. reflexiones en torno al rol esperado del docente en el Chile post transición

Dados Bibliográficos

ID5721402
AutoresPatricia E Troncoso-Pérez (0000-0002-6926-6427, University of Bío-Bío), Juan Luis Nass Álvarez (Universidad Católica de Temuco), Ada Lucía Gallegos (0000-0002-8264-711X, National University of San Marcos), Ada Gallegos, Miguel A Alvarez (0000-0001-9607-7480, University of the Americas)
Ano2020
Volume8
FascículoSPE1
Data de publicação2020-01-01
Open AccessSim
TipoARTICLE
PeriódicoPropósitos y Representaciones (JOURNAL)
Identificadores do periódicoISSN: 2307-7999 • E-ISSN: 2310-4635
EditoraUniversidad San Ignacio de Loyola S.R.L (PUBLISHER)
DOI10.20511/pyr2020.v8nspe1.498
OpenAlexW3016094855
IdiomaES
Citações recebidas2
Referências citadas1

The relationship between socioeconomic mobility and school levels has been thematized since the generalization of modern institutionalized education systems. The demand for Chilean quality education is associated with exitism and the formation of Human Capital, crashing with mismatches between public policies, the crisis of legitimization of public education, and the Latin American epistemic advance that influences the pedagogical exercise through critical pedagogy or decolonization as a new way of organizing / re-creating knowledge. Thus, the teacher is required from two dichotomous currents, which makes him a vortex with unusual edges. This article of reflection seeks to expose some aspects of these contradictions, addressing the theory of Human Capital in education and the decolonization of pedagogy, in relation to the expected role of teachers in Chile

Decolonization · Economic growth · Geography · Human capital · Humanities · Latin Americans · Pedagogy · Political science · Politics · Socioeconomic status · Sociology · Education and Teacher Training · Educational Practices and Policies · Migration, Education, Indigenous Social Dynamics · Philosophy

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