| dc.creator |
Piedad Ramírez Pardo |
|
| dc.date |
2012-12-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:18:47Z |
|
| dc.date.available |
2015-08-12T11:18:47Z |
|
| dc.identifier |
2027-1174 |
|
| dc.identifier |
2027-1182 |
|
| dc.identifier |
https://doaj.org/article/9aef6416f2984bdf8ad8bf459a86730f |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/27122 |
|
| dc.description |
ResumenEl ensayo destaca los aportes de las pedagogías críticas para repensar el papel de la universidad y sus maestros en la sociedad. Reivindica la autonomía, la crítica, la libertad aca- démica y la recuperación del maestro como intelectual trans- formativo, con capacidad para pensar la sociedad y construir un discurso que conjugue el lenguaje de la crítica con el de la posibilidad; maestros que se perciban a sí mismos con ca- pacidad y opciones para enfrentar constructivamente la complejidad del mundo social y potenciar desde su rol, con sus estudiantes la transformación del orden establecido.AbstractThis research article highlights the contributions of critical pedagogies to rethink the role of the university and its teachers in society. Claimed autonomy, critical, acade- mic freedom and intellectual recovery teacher as transformative, capable of thinking about society and create a discourse that combines the language of critique with the language of possibility; teachers who perceive themselves to capacity and decisions to address constructively the complexity of the social world and boost from his role, with his students the transformation of the established order.RésuméL'essai met en valeur les contributions des pédagogies critiques pour repenser le rôle de l'université et ses professeurs dans la société. Revendique l'autonomie, la cri- tique, la liberté académique et la récupération du professeur en tant qu’intellectuel transformateur, avec la capacité pour penser la société et construire un discours que conjugue le langage de la critique avec celui de la possibilité; professeurs que se perçoivent à eux-mêmes avec la capacité et les choix pour faire face d'une manière constructive la complexité du monde social et encourager depuis son rôle, et avec ses étudiants la transformation de l’ordre établit.ResumoO ensaio destaca as contribuições das pedagogias críticas para repensar o papel da universidade e de seus mestres na sociedade. Reivindica a autonomia, a crítica, a liberdade acadêmica e a recuperação do mestre como intelectual transformativo, com capacidade para pensar a sociedade e construir um discurso que conjugue a linguagem da crítica com o da possibilidade; mestres que se percebam a si mesmos com capacidade e opções para enfrentar construtivamente a complexidade do mun- do social e potenciar, desde seu papel e com seus estudantes, a transformação da ordem estabelecida. |
|
| dc.language |
English |
|
| dc.language |
Spanish |
|
| dc.language |
French |
|
| dc.language |
Portuguese |
|
| dc.publisher |
Pontificia Universidad Javeriana |
|
| dc.relation |
http://revistas.javeriana.edu.co/index.php/MAGIS/article/view/4173/3175 |
|
| dc.relation |
https://doaj.org/toc/2027-1174 |
|
| dc.relation |
https://doaj.org/toc/2027-1182 |
|
| dc.source |
Magis International Journal of Research in Education, Vol 5, Iss 10 (2012) |
|
| dc.subject |
Pedagogía crítica |
|
| dc.subject |
maestros – aspectos sociales |
|
| dc.subject |
profesores universitarios |
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| dc.subject |
competencia profesional |
|
| dc.subject |
Critical Pedagogy |
|
| dc.subject |
Teachers – Social Aspects |
|
| dc.subject |
College Teachers |
|
| dc.subject |
Professional Competence |
|
| dc.subject |
Pédagogie critique |
|
| dc.subject |
enseignants - aspects sociaux |
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| dc.subject |
les professeurs d'université |
|
| dc.subject |
la compétence professionnelle |
|
| dc.subject |
Pedagogia crítica |
|
| dc.subject |
professores - aspectos sociais |
|
| dc.subject |
professores universitários |
|
| dc.subject |
competência profissional |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Las pedagogías críticas: un lenguaje de la posibilidad para la universidad y sus maestros (Critical Pedagogies: a Language of Possibility for the University and its Teachers)(Les pédagogies critiques: un langage de la possibilité pour l′université et ses professeurs) (As pedagogias críticas: uma linguagem da possibilidade para a universidade e seus mestres) |
|
| dc.type |
article |
|