Curriculum guidelines, standards and skills in spanish language. from untamed industrial objectivity to student’s harmless subjectivity

Competency Based Education is a curricular approach that, in addition to the controversy it arises, establishes practices and specific thoughts in schools: its origin from behavioral theories and their connection to the economic field disclose formation objectives that highlight the need of thinking...

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Tipo de recurso:: http://purl.org/coar/resource_type/c_6612

Fecha de publicación:: 2015

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	Curriculum guidelines, standards and skills in spanish language. from untamed industrial objectivity to student’s harmless subjectivity
dc.title.es-ES.fl_str_mv	Lineamientos curriculares, estándares y competencias en lengua castellana. De la indómita objetividad industrial a la inocua subjetividad de los estudiantes
dc.title.fr-FR.fl_str_mv	Lignes directrices du programme, normes et compétences en langue espagnole. de l’indomptable objectivité industrielle à l’inoffensive subjectivité des étudiants
dc.title.pt-BR.fl_str_mv	Lineamentos curriculares, standards e competências em língua castelhana. da indômita objetividade industrial à inócua subjetividade dos alunos
title	Curriculum guidelines, standards and skills in spanish language. from untamed industrial objectivity to student’s harmless subjectivity
spellingShingle	Curriculum guidelines, standards and skills in spanish language. from untamed industrial objectivity to student’s harmless subjectivity skills curriculum guidelines standards Spanish Language. competencias lineamientos curriculares estándares lengua castellana compétences lignes directrices du programme normes langue espagnole. competências Lineamentos Curriculares Standards Língua Castelhana
title_short	Curriculum guidelines, standards and skills in spanish language. from untamed industrial objectivity to student’s harmless subjectivity
title_full	Curriculum guidelines, standards and skills in spanish language. from untamed industrial objectivity to student’s harmless subjectivity
title_fullStr	Curriculum guidelines, standards and skills in spanish language. from untamed industrial objectivity to student’s harmless subjectivity
title_full_unstemmed	Curriculum guidelines, standards and skills in spanish language. from untamed industrial objectivity to student’s harmless subjectivity
title_sort	Curriculum guidelines, standards and skills in spanish language. from untamed industrial objectivity to student’s harmless subjectivity
dc.subject.en-US.fl_str_mv	skills curriculum guidelines standards Spanish Language.
topic	skills curriculum guidelines standards Spanish Language. competencias lineamientos curriculares estándares lengua castellana compétences lignes directrices du programme normes langue espagnole. competências Lineamentos Curriculares Standards Língua Castelhana
dc.subject.es-ES.fl_str_mv	competencias lineamientos curriculares estándares lengua castellana
dc.subject.fr-FR.fl_str_mv	compétences lignes directrices du programme normes langue espagnole.
dc.subject.pt-BR.fl_str_mv	competências Lineamentos Curriculares Standards Língua Castelhana
description	Competency Based Education is a curricular approach that, in addition to the controversy it arises, establishes practices and specific thoughts in schools: its origin from behavioral theories and their connection to the economic field disclose formation objectives that highlight the need of thinking about teaching practices and institutional curricula. These goals linked to projects such as work-oriented education and the propaedeutic cycles reveal the implicit intentions in the education system, where students’ specific characteristics yield to national economic imperatives. This reflection paper seeks to explore and define the ‘conceptual gap’ between an education based on the ideals of trade logic, and one directed to the aesthetic and socio-political formation of the subject, on the basis of legal documents as the Curricular Guidelines, Skill Standards for Spanish Language, Law 39 of 1903, General Law of Education and texts by various educational theorists such as Paulo Freire and Gimeno Sacristan.
publishDate	2015
dc.date.accessioned.none.fl_str_mv	2024-07-05T19:04:11Z
dc.date.available.none.fl_str_mv	2024-07-05T19:04:11Z
dc.date.none.fl_str_mv	2015-07-02
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/praxis_saber/article/view/4116 10.19053/22160159.4116
dc.identifier.uri.none.fl_str_mv	https://repositorio.uptc.edu.co/handle/001/13410
url	https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4116 https://repositorio.uptc.edu.co/handle/001/13410
identifier_str_mv	10.19053/22160159.4116
dc.language.none.fl_str_mv	spa
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.relation.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4116/3554 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4116/html
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dc.publisher.es-ES.fl_str_mv	Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv	Praxis & Saber; Vol. 6 No. 12 (2015): Pedagogía e Interculturalidad; 269 - 289
dc.source.es-ES.fl_str_mv	Praxis & Saber; Vol. 6 Núm. 12 (2015): Pedagogía e Interculturalidad; 269 - 289
dc.source.fr-FR.fl_str_mv	Praxis & Saber; Vol. 6 No 12 (2015): Pedagogía e Interculturalidad; 269 - 289
dc.source.it-IT.fl_str_mv	Praxis & Saber; V. 6 N. 12 (2015): Pedagogía e Interculturalidad; 269 - 289
dc.source.pt-BR.fl_str_mv	Praxis & Saber; v. 6 n. 12 (2015): Pedagogía e Interculturalidad; 269 - 289
dc.source.none.fl_str_mv	2462-8603 2216-0159
institution	Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv	Repositorio Institucional UPTC
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spelling	2015-07-022024-07-05T19:04:11Z2024-07-05T19:04:11Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/411610.19053/22160159.4116https://repositorio.uptc.edu.co/handle/001/13410Competency Based Education is a curricular approach that, in addition to the controversy it arises, establishes practices and specific thoughts in schools: its origin from behavioral theories and their connection to the economic field disclose formation objectives that highlight the need of thinking about teaching practices and institutional curricula. These goals linked to projects such as work-oriented education and the propaedeutic cycles reveal the implicit intentions in the education system, where students’ specific characteristics yield to national economic imperatives. This reflection paper seeks to explore and define the ‘conceptual gap’ between an education based on the ideals of trade logic, and one directed to the aesthetic and socio-political formation of the subject, on the basis of legal documents as the Curricular Guidelines, Skill Standards for Spanish Language, Law 39 of 1903, General Law of Education and texts by various educational theorists such as Paulo Freire and Gimeno Sacristan.La educación por competencias constituye unenfoque curricular que, además de controversial, instaura prácticas y pensamientos específicos en los centros educativos: su origen desde las teorías conductistas y su conexión con el campo económico ponen de manifiesto objetivos formativos que, entre tanto, llevan a reflexionar sobre las prácticas docentes y los currículos institucionales. Estos propósitos ligados a proyectos como la educación para el trabajo y los ciclos propedéuticos, ponen de manifiesto las intenciones implícitas presentes en el sistema educativo, donde las particularidades de los estudiantes ceden ante los imperativos económicos nacionales. En el presente texto de reflexión se busca explorar y determinar el “desfase conceptual” que existe entre una educación marcada por los ideales de la lógica mercantil, y una dirigida a la formación estética y sociopolítica del sujeto, esto a partir de la lectura de documentos legales como los Lineamientos Curriculares, los Estándares de Competencias de Lengua Castellana, la Ley 39 de 1903, la Ley General de Educación y la lectura de diversos teóricos de la pedagogía tales como Paulo Freire y Gimeno Sacristán. L’éducation par compétences constitue une approche du programme qui, en plus d’être controversée, instaure des pratiques et des idées spécifiques dans les centres éducatifs, son origine, depuis les théories comportementalistes, et sa connexion avec le domaine économique mettent en évidence des objectifs formatifs qui, entretemps, nous mènent à réfléchir sur les pratiques des enseignants et les programmes institutionnels. Ces principes, liés à des projets tels que l’éducation par le travail et les cycles propédeutiques, mettent en évidence les intentions implicitement présentes dans le système éducatif, où les particularités des étudiants cèdent devant les impératifs économiques nationaux. Dans le présent texte de réflexion, on cherche à explorer et à déterminer les « lacunes conceptuelles » qui existent entre une éducation marquée par les idéaux de la logique commerciale et celle axée vers la formation esthétique et sociopolitique de l’individu, ceci à partir de la lecture de documents légaux tels que les Lignes Directrices du Programme, les Normes de Compétences en Langue Espagnole, la Loi 39 de 1903, la Loi Générale de l’Éducation et la lecture de plusieurs théoriciens de la pédagogie tels que Paulo Freire et Gimeno Sacristán.A educação por competências constitui um enfoque curricular que, além de gerar controvérsia, instaura práticas e pensamentos específicos nos centros educativos: sua origem desde as teorias condutuais e sua conexão com o campo econômico põem de presente objetivos formativos que levam a refletir sobre as práticas docentes e os currículos institucionais. Estes propósitos ligados a projetos como a educação para o trabalho e os ciclos propedêuticos, põem de manifesto as intenções implícitas presentes no sistema educacional, onde as particularidades dos alunos cedem aos imperativos econômicos nacionais. No presente texto de reflexão se busca explorar e determinar a “diferença conceitual” que existe entre uma educação marcada pelos ideais da lógica mercantil, e uma dirigida à formação estética e sociopolítica do sujeito, isso a partir da leitura de documentos legais como os Lineamentos Curriculares, os Standards de Competência de Língua Castelhana, a Lei 39 de 1903, a Lei Geral de Educação e a leitura de diversos teóricos da pedagogia tais como Paulo Freire e Gimeno sacristán.application/pdftext/htmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4116/3554https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/4116/htmlPraxis & Saber; Vol. 6 No. 12 (2015): Pedagogía e Interculturalidad; 269 - 289Praxis & Saber; Vol. 6 Núm. 12 (2015): Pedagogía e Interculturalidad; 269 - 289Praxis & Saber; Vol. 6 No 12 (2015): Pedagogía e Interculturalidad; 269 - 289Praxis & Saber; V. 6 N. 12 (2015): Pedagogía e Interculturalidad; 269 - 289Praxis & Saber; v. 6 n. 12 (2015): Pedagogía e Interculturalidad; 269 - 2892462-86032216-0159skillscurriculum guidelinesstandardsSpanish Language.competenciaslineamientos curricularesestándareslengua castellanacompétenceslignes directrices du programmenormeslangue espagnole.competênciasLineamentos CurricularesStandardsLíngua CastelhanaCurriculum guidelines, standards and skills in spanish language. from untamed industrial objectivity to student’s harmless subjectivityLineamientos curriculares, estándares y competencias en lengua castellana. De la indómita objetividad industrial a la inocua subjetividad de los estudiantesLignes directrices du programme, normes et compétences en langue espagnole. de l’indomptable objectivité industrielle à l’inoffensive subjectivité des étudiantsLineamentos curriculares, standards e competências em língua castelhana. da indômita objetividade industrial à inócua subjetividade dos alunosinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6612http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a196http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf113http://purl.org/coar/access_right/c_abf2Arias Bedoya, Franklin Yessid001/13410oai:repositorio.uptc.edu.co:001/134102025-07-18 11:43:54.88metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co

Curriculum guidelines, standards and skills in spanish language. from untamed industrial objectivity to student’s harmless subjectivity

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