SOFIA-SOPHIA
DOI: http://dx.doi.org/10.18634/sophiaj.13v.2i.571
Contradictions and proposals for education
in the knowledge society
Josefina Bailey Moreno*
Ma. Guadalupe Rodríguez Bulnes**
Manuel Flores Fahara***
Petra Eufracia González Rivera****
* Master’s Degree in Higher Education. Doctoral student in Philosophy with emphasis in Education Studies. Professor at Tecnológico de Monterrey. Email: josefina.bailey@itesm.mx
** PhD in Education. Professor and researcher member of the National System of Researchers (SNI). Autonomous University of
Nuevo León. lupira@gmail.com
Información del artículo
Received: July 2016, Revised: September
2016, Accepted: May 2017
How to cite:
Bailey, J., Rodríguez, M.G., Flores, M.,
González, P.E. (2017) Contradictions and
proposals for education in the knowledge
society. Sophia 13 (2): 30-39.
*** Ph.D in Philosophy. Professor and researcher at the National
School of Education, Humanities and Social Sciences, Tecnológico de Monterrey. Member of the National System of Researchers
(SNI). manuel.flores@itesm.mx
**** Ph.D in Education, EdD. Professor and researcher Pedagógica University petragzz@gmail.com
ISSN (electrónico): 2346-0806 ISSN (impreso): 1794-8932
Sophia-Education, volumen 13 issue 2. English version
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Contradicciones y propuestas para la educación en la sociedad del conocimientoconocimiento
Abstract
Education in today’s society is seen as contradictory. On the one hand, as a promoter of the development of skills for
lifelong learning, which brings about changes in the way of teaching and learning; that is, in the transit of a teaching
centered on the teacher towards a student-centered learning. On the other hand, as a consequence of globalization, it
is promoted the design and development of competency-based curricula; the emphasis on academic performance and
the search for effectiveness, which lead to control in educational management and its repercussions in the practice
of teaching. In this paper, it is reviewed the meaning of the knowledge society and its relationship with globalization
as economic-political and ideological processes from sociology and critical pedagogy. The effects produced by these
processes are examined, as well as suggestions for dealing with them, particularly in the university education field.
Teaching proposals for the development of critical thinking and generation of knowledge are highlighted. Reflection
and analysis of their educational beliefs are also proposed for teacher learning, as a way to professional development.
Key words: knowledge society, teaching profession, democratization, teacher beliefs.
Introduction
The purpose of this article is to show how the knowledge society (hereinafter SC, for its initials in Spanish)
is influencing the economic, socio-cultural, educational, and particularly the higher education field, regarding
the professional development of teachers and teaching
in universities; there are also proposals to counteract
problematic situations that have been generated in the
SC, given its relationship with globalization. In order to
achieve this objective, a review and analysis of authors
is carried out, who from sociology and critical pedagogy contribute other visions and perspectives to the
traditionally proposed functionalist ones.
The so- called SC today’s society, which has developed
along with globalization, has as its main characteristics:
the importance of information and communication
technologies in economic processes; knowledge as
a source of growth; production based on knowledge
and services; the rapid production of knowledge; and
the importance of educational processes throughout
life (Krüger, 2006). Some authors agree that this need
to learn throughout life or permanently is due to the
constant generation of knowledge, and the instability
of employment and professions (Bauman, 2006, Mateo,
2006).
In this global context, the educational processes and
the teaching work have been increasingly adjusted
to market requirements and government policy
guidelines. In this way, teaching has been oriented
towards more functional practices based on educational
models and the use of technological resources, often
without prior analysis. This, together with the control
of school management, has resulted in contradictions
so that teaching is oriented towards the development
of skills for lifelong learning, as well as discomfort
in teachers. Studies conducted in Mexico on teaching
practice seem to coincide with the results of authors
who carry out research in other parts of the world,
such as Day (2005); Fullan (2016); and Hargreaves
(2007), who have reported unfavorable conditions for
teacher professional development and teaching, such
as: overload, individualism, few opportunities to reflect
and investigate the practice, and emphasis on teaching
as a technique and results, among others.
Due to the above, various educational theorists and
researchers have established proposals; with the
intention that education and teacher professional
development favor critical and plural thinking, as well
as skills to learn and live in and for democracy; and
thereby reduce the negative effects produced in the
educational environment by the economic system and
globalization (Gimeno, 2013, Giroux, 2013, Morín,
2001, Tedesco, 2003, Torres, 2007). In this context, it
is worth mentioning that the investigation of teachers’
beliefs is a promising way for teacher professional
development, given that there is evidence of the
relationship between teachers’ beliefs and their teaching
practices (Ertmer, 2006; Luft and Roehring; 2007;
Mansour, 2013). The proposals for the improvement
of education and professional teacher development
presented in this work could be valuable, since they are
inclusive, they contain pedagogical principles so that
teaching promote the development of knowledge, skills
and attitudes in teachers and students as participatory
curricular actors.
Knowledge in the knowledge society
In the SC, knowledge is the structuring principle of
changes in the economic system, in labor markets and
in education (Krüger, 2006, Mateo, 2006). This means
that the SC does not only refer to the growth of certain
sectors such as science, technology and education,
but it is a phenomenon that permeates all parts of
economic life and (that) characterizes the functioning
of companies and organizations (Hargreaves , 2007).
One of the characteristics of the SC is the leading role
that knowledge has in the productive processes; this
refers to an economic model of production in which
the most important thing is the use of knowledge and
information; and not the availability of capital, labor,
raw materials or energy (Krüger, 2006, Tünnermann
and de Souza, 2003).
Jarvis (2006) and Tünnermann and de Souza (2003)
point out that knowledge is not focused on the study
of scientific disciplines, but on their application;
this refers to the shift from academic to productive
business and industrial fields. Knowledge in this way
must demonstrate its social relevance and economic
efficiency. For obvious reasons, the most developed
countries have greater availability of knowledge and
technological innovations; this favors competitiveness
and the centrality of knowledge as a producer of the
wealth and power of these countries, which is why it
tends to be considered as a commodity (Mateo, 2006,
Tünnermann and de Souza, 2003).
SC, guided by the principles of capitalism, will not
only continue to reproduce, but will also produce
more social inequalities, taking into account that the
basic principles of developed societies continue to be
the accumulation of capital; the generation and use of
knowledge are also subject to the rules of the market.
In this context, the concept of SC as a political and
ideological construction has developed along with
globalization, whose objective is the establishment of
a world market. These political processes have had the
support of multilateral organizations, such as the World
Trade Organization (WTO), the International Monetary
Fund (IMF) and the World Bank (Held and McGrew,
2003, Krüger, 2006).
In the social and cultural scene at world level, Morin
(2001) has pointed out that thinking in the current era
has propitiated the conditions for plurality and cultural
development. However, plural thinking is opposed by
neoliberal economics and by globalization, since these
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Sophia 13 (2) 2017
processes lead to homogeneity and to the creation of a
social and cultural image based on the market. Bauman
(2006) agrees that today’s society is a consumer society
that values its members, above all, for their abilities
and behavior in relation to consumption. In this way,
one should not think that SC and globalization suppose
the emergence of a harmonious world society derived
from a process of global integration in which there is a
growing convergence of cultures (Held and McGrew,
2003; Krüger, 2006; Tünnermann and de Souza, 2003).
The following section describes the effects produced by
these processes.
Problematic situations arising from globalization
and the knowledge society
The differences in the economic, social and cultural
development of the central (developed) and peripheral
dependent (undeveloped or developing) countries
means that globalization is not a universal process
experienced uniformly in all countries (Held and
McGrew, 2003; Krüger, 2006; Tünnermann and de
Souza, 2003). Several researchers have pointed out
problems that SC presents for contemporary society, in
Table 1 they are synthesized.
Table 1. Problematic situations arising from the
knowledge society and globalization
Areas
Technology
Scientific production and Art
Labor
Culture and Society
Education
Risks
Inequalities in the access to ICT causes
social exclusion
Inequality in the participation of world
academy
Devaluation in academic titles.
Growth of unstable employment
contracts.
Development of individualism.
Lack of solidarity and democracy.
Control of the media by multinational
companies.
Consumer society.
Privatization.
Reduction of pedagogy to teaching
techniques.
Change and innovation without
reflection as leadership features in
educational institutions.
Emphasis on practical knowledge.
Little participation of teachers in the cocreation of the educational model,
curriculum and training.
Source: Own elaboration based on Bauman, 2006;
Giroux, 2013; Krüger, 2006; Morín, 2001; Tünnermann
and de Souza, 2003.
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Contradicciones y propuestas para la educación en la sociedad del conocimientoconocimiento
Economic and social inequality in access to information
through ICT is known as digital divide. This gap is a
form of social exclusion since access to computers, the
network and knowing how to use them is increasingly
important for participation in social, economic and
political life (Krüger, 2006). This situation also affects
the scientists and intellectuals of the dependent countries,
as they are at a disadvantage regarding the financial
and technical resources for the investigations, in the
opportunities for the dissemination and application of
the results of the works, limiting research to problems,
themes and methods defined in the central countries
(Tünnermann and de Souza, 2003).
In the work environment, Krüger (2006) points out
that the progressive disappearance of stable labor
relations (permanent contracts) and the consolidation of
part-time, independent and temporary work, as well as
mobility in the labor market, both in low positions and
high qualifications are becoming more frequent.
In the social sphere, it is observed the disintegration
of solidarity in the family and in the communities, as
well as the development of individualism as a result
of the consumer society in which the identity of the
people is equated with the image that the media project
to be conditioned by large multinational companies
(Bauman, 2006, Morin, 2001).
Regarding education, one of the problems according
to Giroux (2013) is the growing privatization that
threatens the democratization of education and the role
of teachers as critical intellectuals, coupled with the
reduction of pedagogy to a series of tools (evaluation,
method). Likewise, Unesco (2005) warns that in the
market society many people will have to change their
profession and school education will not be able to offer
training and preparation for all, so that people will have
to develop their individual capacity to change their
specialty and confront economic and social changes.
Particularly in higher education, universities seek to
be competitive nationally and internationally, so that
change and educational innovation without reflection
have been assumed as features of their leadership, or
as a way of being well evaluated by the accrediting
institutions (Jarvis, 2006).
Paradoxically, the SC (in the words of Hargreaves,
2007) has difficulties in making teaching a profession of
learning. Accountability and overregulation, the main
concerns of governments, have caused tensions and
deteriorated working conditions. Arnau (2008) points
out that tensions perceived by teachers from France and
Spain have also emerged in Latin America. Particularly
in Mexico, these tensions appear between management
for the control of results and professional autonomy,
between the idea of teaching as a technique and the
new professionalism; and between institutional projects
and those generated by the teachers themselves (Flores
Fahara, Rodríguez Bulnes and García Quintanilla,
2015).
In this global context, curricula have increasingly
adjusted to market requirements and government
policy guidelines. In this way, teaching has been
oriented towards more functional practices, based
on competences and forms of control and business
management (Day and Qing Gu, 2012; Hargreaves,
2007). Gimeno (2013) points out that one of the
problems faced by teachers with the change to the
competency model is that it is understood that the
contents are not important but competences; and it is
questioned the role of education on knowledge in this
current society.
It should be noted that in the university context, the
processes of change, particularly in Mexico, by not
taking into account the participation of teachers, have
omitted to consider the cultural, work and academic
conditions; and educational contents and educational
resources have often been incorporated into the
educational project without critical analysis of their
relevance or curricular implications (Cantú, 2011, De
la Torre, 2013, Díaz-Barriga, 2010).
Teachers are a fundamental part of the educational
process, since they are the ones who carry out the
implementation of the model; in this sense, it becomes
important to investigate what beliefs about teaching
have been built by teachers from the training or
continuous training they receive in the university in
the context of the SC, given that there is consistent
evidence of the relationship between beliefs and the
teaching practices that are carried out in the classroom.
Beliefs are conceptualized in the literature as knowledge
assumed to be true and useful; and they intervene
in the interpretation of new knowledge and events,
which helps to give meaning to situations that arise in
the school and the classroom, and therefore support
teachers to make decisions before and during teaching
(Mansour, 2013; Woolfolk, Davis and Pape, 2012).
In Mexico, a study conducted by Bailey Moreno
(2017) with professors who teach at state and private
universities revealed that some notions that there have
been incorporated into teachers’ beliefs, which the
theorists have documented about the negative effects
brought by SC and globalization for the development of
teaching; especially those that have to do with teaching
some knowledge considered valuable because it is useful
or applicable; the emphasis on teaching as a technique
that incorporates the know-how as the axis in learning;
the belief that the student-centered educational model
means that the student achieves learning by applying
knowledge through the execution of exercises, projects,
problem solving or cases.
In relation to the teaching exercise, it was found the belief
that being a facilitator of learning implies keeping the
students interested in knowledge, which entails on the
part of the teachers the constant planning, supervision
and control of the students’ learning. This, in addition
to increasing their workload, promotes students’ lack of
control and responsibility for their own learning.
These beliefs indicate a false interpretation of what
student-centered learning means; according to teaching
models, these beliefs and practices are close to the
model of direct instruction (Joyce, Weil and Calhoun,
2006), which is characterized by teaching the academic
contents under the direction and supervision of the
teachers, being this appropriate for the curricular
organization of universities in which the professors
work. In any case, the problem lies in the fact that since
there are no conditions to implement an educational
model centered on the student, the teachers show
physical and emotional exhaustion since there is a lack
of connection between the educational policy and the
curricular structure.
Regarding professional development, in the field of
continuous training or training of university teachers,
Bailey Moreno (2017) found that they do not participate
in the definition of the educational proposal, nor in the
definition of the contents or topics of training. The data
of the study show that the university emphasizes the
procedural knowledge of the teacher by not providing
training in the knowledge of academic disciplines,
but in teaching skills, use of technology and teaching
techniques.
These beliefs influence in some way the definition
that teachers have about their performance and
responsibilities before teaching, as facilitators so that
students are interested and control their learning by
applying knowledge. Consequently the university, by
emphasizing training with a focus on innovation in
teaching skills, use of resources and teaching techniques,
seems to have fostered the belief that knowledge is
34
Sophia 13 (2) 2017
limited to its application, which conditions the training
of students to a practical knowledge, and focusing their
attitudes and interests for the fulfillment of the academic
program, thus reducing the possibilities of self-learning
and of approaching the generation of knowledge, and
therefore a comprehensive education, a fundamental
part of the general culture that every university student
should have.
From what has been described, it is possible to glimpse
a complex current situation due to the development of
the SC dominated by globalization. However, there
are also ideas and proposals to move in a different
direction and counterbalance the risks indicated;
these proposals are presented in the following section.
Proposals to combat problems in the knowledge
society
Fortunately thinkers of sociology and critical
pedagogy offer proposals that could be turned into
actions (intended) to improve current socio-cultural
and educational aspects. It can be seen that these
are not innovative proposals (coming) from the
consumer society; however, they are because in our
days, innovation will consist in the rescue of thought
that helps to improve the quality of life of people.
They are schematized in table 2, and later described.
Table 2. Proposals to counteract the negative effects
produced by the knowledge society and globalization.
Areas
Proposals
Facilitate access to technology and
the internet, raise awareness of
Technology
their use as a means of
communication and education.
Research for the generation of
Scientific production
knowledge.
and Art
Generation of knowledge for the
solution of local problems.
Analysis of social reality and
Culture and Society
citizen empowerment.
Development of self-learning.
Expand the vision of pedagogybased teaching.
Teacher participation for the cocreation of the university model
Education
and its training processes.
Collegial work.
Research of the practice.
Review and analysis of teacher
beliefs.
Source: Own elaboration based on Bauman, 2006;
Hargreaves, 2007; Mateo, 2006; Tünnermann
and de Souza (2003); Unesco (2005, 2017).
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Contradicciones y propuestas para la educación en la sociedad del conocimientoconocimiento
Nowadays, the notion of knowledge societies (in plural)
is still valid as a reaction to the economic model that
seeks homogeneity. This implies the development in
nations of education for sustainability from the creation
of their own knowledge systems, and recognition of
the plurality of societies (Unesco, 2005). In terms of
research for the generation of knowledge, according to
Tünnermann and de Souza (2003), dependent countries,
such as Mexico, must define their own issues, issues and
methods according to their needs and with theoretical,
scientific, technical and artistic traditions that guarantee
the permanence of its history.
For social development, knowledge and technology
must be considered as elements of culture with the aim
of developing human capacities and relationships for
the empowerment of citizens; for this, it is necessary
that they acquire the ability to choose and act to control
the personal, political and social forces that would
otherwise control their lives (Bauman, 2006; Krüger,
2006).
In the educational field, it is reiterated the importance
of developing enough cognitive abilities, in order to
differentiate knowledge information from the large
amount of information characteristic of today’s society.
Regarding university education, Pérez and Castaño
(2016) point out that the role of the university in the
21st century is to promote humanistic and integral
education in which the development of attitudes and
problem solving is the fundamental thing and not the
accumulation of knowledge. This has to do with the need
to learn throughout life due to the rapid production and
generation of knowledge, which requires continuous
learning; education throughout life is also an answer
to the growing instability of both employment and
professions (Bauman, 2006, Hargreaves, 2007, Mateo,
2006, Unesco, 2017).
So, for university teachers to lead teaching and to
develop professionally, they need to continuously learn;
to research in order to generate knowledge; to acquire
pedagogical knowledge and teaching contexts; to use it
to analyze and reflect on their practice; to participate in
intellectual life of the faculties and of the community
in general; to debate critically; and to establish
networks between the faculties and disciplines, in
order to examine issues that raise the socio-cultural and
economic dimensions (Jarauta Borrasca, Medina Moya
and Mentado Labao, 2016, Unesco, 2017).
Specifically, there are proposals for teaching and
professional teacher development be based on
pedagogical principles and be aimed at social
understanding, knowledge generation and self-learning
in teachers and students. These proposals have in
common the promotion of democracy for personal,
social and professional development. Table 3 outlines
some of the main proposals.
Table 3. Proposals for teaching and professional teacher
development in the knowledge society
Authors
Torres (2007)
Flecha and Tortajada (2013)
Giroux (2013)
Gimeno (2013)
Unesco (2017)
Bailey, Flores and González
(2016);
Davis and Andrzejewski
(2009);
Ertmer (2006);
Luft and Roehring (2007);
Mansour (2013)
Woolfolk, Davis and Pape,
2012
Proposals
Democracy that practices
Dialogic learning.
Critical pedagogy.
Principles for teacher
professionalization. Teacher
participation.
Reflection and analysis of
educational beliefs of teachers
for teacher professional
development.
Source: self-made
Torres (2007) points out that it is important to commit
to a vision of liberating and optimistic education
that leads to the need to provide society with greater
powers; and that it should be considered in a political
project to strengthen democracy. In this sense, the idea
of a dialoguing democracy is to turn the classrooms
into spaces where the freedom to express thoughts and
convictions be guaranteed in the best possible way.
Flecha y Tortajada (2013) propose that education should
facilitate access to knowledge acquisition; and allow
the development of skills to live in the SC, such as 1)
selection and processing of information: 2) autonomy
and ability to take decisions; 3) group work and
flexibility. Dialogical learning is based on the following
principles: equality of differences, solidarity, creation
of meaning, egalitarian dialogue, transformation,
cultural intelligence and instrumental dimension. In
this sense, dialogical learning for educational progress
is based on the development of communication skills,
in such a way that one can participate more actively and
in a more critical and reflective way in society, if it is
pretended to overcome inequalities and exclusion.
Giroux (2013) develops the proposal of critical pedagogy
as a way for education, teachers and students to develop
new alliances, relationships and projects (national and
transnational). For this author, pedagogy is the result of
different struggles and not an a priori discourse. In this
sense, critical pedagogy is a form of social practice that
arises from certain historical conditions, social contexts
and cultural relations; it roots an ethical and political
vision that seeks to take students beyond the world to
know, it cares about the production of knowledge that
helps to build a critical citizenship and to be able to
negotiate and participate in public life.
The proposal of Gimeno (2013) to improve the quality
of education focuses on the development of teachers as
classroom researchers, since educational policies have
made that teachers have to make changes or introduce
‘fashions,’ such as multiple intelligences or teaching
by competences. Some principles on which teaching
professionalization should be based, according to this
author, are:
•
Teaching practices are actions, and it is from the
theory of action that we can understand them
better. They do not have as their only base the
scientific knowledge, the theory, but also the
own and foreign experience, as well as the tact
of each one. Nor are they mere techniques that
can be applied following a certain procedure.
•
Teachers think and act from their cultural
background, from the context of an institutional
organization that is given to them, and from a
professional culture with which they face their
work.
•
The teaching task is performed by people, in a
relationship in which it is projected a way of
being, thinking, feeling, wanting and knowing
how to do (Gimeno, 2013: 252).
One way to favor teacher development through research
is derived from studies about teachers’ educational
beliefs; these suggest that since there is congruence
between teachers’ beliefs and their teaching practices,
they should be actively involved in reviewing their
beliefs and learn from them. It has been found that
the effectiveness of teacher development programs is
important if it leads teachers to get involved and reflect
critically on their beliefs (Davis and Andrzejewski,
2009, Ertmer, 2006, Luft and Roehring, 2007, Woolfolk,
Davis and Pape, 2012). It is even known that to favor
36
Sophia 13 (2) 2017
the analysis of beliefs, teachers must participate in
decision-making and educational policy when they
want to implement changes. In addition, they can get
involved in the development of the curriculum, so
that they can build knowledge regarding teaching and
learning during the process (Mansour, 2009).
In this sense, the learning of teachers will be favored
if they believe in the educational authorities to be part
of the educational processes; they are creators of their
development processes by participating and deciding
on their organization; they reflect on their practice
and organizational practices in networks or learning
communities; if they individually and collectively
review situations that make them question their beliefs,
examine their beliefs and generate new knowledge
from them, with this it will be possible to transform
their practice and organizational practices for the
benefit of the educational community. This process
is not simple, and there are no unique and precise
procedures; rather, it is about university professors
establishing for themselves their training projects
and strategies based on their needs and interests,
and to be creators of their learning processes (Bailey
Moreno, Flores Fahara, González Rivera, 2016).
Conclusions
Based on what is known about current society, what
can be expected from teaching and learning in the
SC? In principle, to be aware of what happens in the
economic, socio-cultural and educational spheres, as
a result of their immersion in the SC, in a globalized
context that to a large extent is an inevitable reference
to understand that there are certain risks, but also ideas
to solve or counteract them. In this way, understanding
the influence that companies have on the financing of
universities and research centers and, therefore, on the
definition of knowledge that is valuable in teaching
and learning, can favor teachers’ critical analysis
of resources, techniques, strategies and fashionable
devices that at the end of the day are merchandise and
are part of the consumer society.
However, despite the complexity and economic and
social uncertainties associated to current society,
the review of critical analysts offers possibilities to
incorporate that creative and humanistic part that can
be developed through education. For this, it will be
necessary that teaching learning do not be limited to the
use of didactic techniques or knowledge of the area of
the subject that is taught; it is necessary to incorporate
the review and analysis of theoretical aspects that
37
Contradicciones y propuestas para la educación en la sociedad del conocimientoconocimiento
explain what happens in the global, regional and
national context; that is, to return to philosophy, to
sociology, to pedagogy from their various positions, as
disciplines that lay the foundations for the understanding
of educational theory and practice; therefore, to adopt
critical-analytical tools to examine and interpret the
practice, as well as to generate valuable learning,
pedagogical innovation and educational transformation
for a better society.
If the university is configured as an institution in
which the educational policy and teacher training is
carried out in a unidirectional manner, the processes
of dissemination of information and knowledge
without feedback from teachers about what happens
in the classroom are conditioning factors, so that the
same teaching-learning patterns are repeated and
reproduced. Instead, the university can also learn
by taking advantage of the knowledge, experiences,
commitments and initiatives of teachers to generate
a culture of organizational learning. It is not possible
that the prestige of a university be based on the concern
for innovation, indicators, accreditation and ranking;
all of which have replaced academic life and social
responsibility; it is time for the university as a center
of culture to approach the circumstances that deserve
attention; particularly in Mexico, the increase in
poverty, unemployment, crime, social insecurity, lack
of empathy and political and citizen commitment.
It should be reiterated that fostering in teachers the
research, reflection and self-criticism of their beliefs
and educational practice may favor their approach to
a more complete view of it, as it allows to become
aware of situations that for being common, are not
usually questioned. Investigating, in this sense, leads
to the conceptual reconstruction of the experiences of
the educational practice, of the teacher-student-knowledge-university-society interactions; in this way, it
is possible to adopt a vision of empowerment of the
profession to be generators of knowledge.
The pedagogical and educational development
proposals summarized in this work can be applicable,
functional and provocative of critical thinking and
encounter with the human. They reaffirm the idea that
education today, more than ever, should be providing
conceptual and methodological tools so that students,
teachers and managers can coexist in an uncertain,
risky and complex society, in which critical thinking
and joint action can be the key to solving problems
and thereby improve the quality of life for everyone.
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