Perspectiva pedagógica y filosófica de uniclaretiana desde el concepto de justicia educativa
The current context of social inequalities in Latin America questions and, at the same time, challenges the higher education scenario in the search for processes of social transformation. These challenges are understood, within the framework of this presentation, from educational justice, understood...
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2018
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| Online Access: | https://dialnet.unirioja.es/servlet/oaiart?codigo=6745595 |
| Source: | Revista Ratio Juris, ISSN 1794-6638, null 13, Nº. 26 (Enero-Junio), 2018, pags. 231-254 |
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dialnet-ar-18-ART00013040252019-01-15Perspectiva pedagógica y filosófica de uniclaretiana desde el concepto de justicia educativaDurán Téllez, Aura Smideducational justiceeducational modelhigher educationinclusive educationjusticia educativamodelo educacionalenseñanza superioreducación de fronteraThe current context of social inequalities in Latin America questions and, at the same time, challenges the higher education scenario in the search for processes of social transformation. These challenges are understood, within the framework of this presentation, from educational justice, understood as the possibility of quality access to teaching and learning as a result of individual practices and collective actions. From this perspective, and from a theoretical reflection, we try to identify the contributions offered by the pedagogical and philosophical perspective of the Claretian University Foundation (Uniclaretiana) in its commitment to higher education and inclusive, with a humanist, liberating, critical and contextual perspective , as a response to the aspirations of those communities that face the realities of poverty, exclusion and socio-political violence, especially indigenous people, African-descendents and peasants, to access a university that fits their context and life dynamics; nevertheless, the demands of the socioeconomic model and the education system in particular make it difficult to materialize.El contexto actual de las desigualdades sociales en Latinoamérica cuestiona y, al mismo tiempo, desafía el escenario de la educación superior en la búsqueda de procesos de transformación social. Estos desafíos se comprenden, en el marco de esta ponencia, desde la justicia educativa, entendida como la posibilidad de acceso con calidad a la enseñanza-aprendizaje como consecuencia de prácticas individuales y acciones colectivas. A partir de este panorama, y desde una reflexión teórica, se intentan identificar los aportes que ofrece la perspectiva pedagógica y filosófica de la Fundación Universitaria Claretiana (Uniclaretiana) en su apuesta de educación superior de frontera, con mirada humanista, liberadora, crítica y contextual, como respuesta a las aspiraciones que tienen aquellas comunidades que afrontan realidades de pobreza, exclusión y violencia sociopolítica, especialmente indígenas, afrodescendientes y campesinas, de acceder a una universidad que se ajuste a su contexto y dinámicas de vida; no obstante, las exigencias del modelo socioeconómico y del sistema educativo en particular dificultan su materialización.2018text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=6745595(Revista) ISSN 1794-6638Revista Ratio Juris, ISSN 1794-6638, null 13, Nº. 26 (Enero-Junio), 2018, pags. 231-254spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI
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Revista Ratio Juris, ISSN 1794-6638, null 13, Nº. 26 (Enero-Junio), 2018, pags. 231-254
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| language |
Spanish
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| topic |
educational justice
educational model higher education inclusive education justicia educativa modelo educacional enseñanza superior educación de frontera |
| spellingShingle |
educational justice
educational model higher education inclusive education justicia educativa modelo educacional enseñanza superior educación de frontera Durán Téllez, Aura Smid Perspectiva pedagógica y filosófica de uniclaretiana desde el concepto de justicia educativa |
| description |
The current context of social inequalities in Latin America questions and, at the same time, challenges the higher education scenario in the search for processes of social transformation. These challenges are understood, within the framework of this presentation, from educational justice, understood as the possibility of quality access to teaching and learning as a result of individual practices and collective actions. From this perspective, and from a theoretical reflection, we try to identify the contributions offered by the pedagogical and philosophical perspective of the Claretian University Foundation (Uniclaretiana) in its commitment to higher education and inclusive, with a humanist, liberating, critical and contextual perspective , as a response to the aspirations of those communities that face the realities of poverty, exclusion and socio-political violence, especially indigenous people, African-descendents and peasants, to access a university that fits their context and life dynamics; nevertheless, the demands of the socioeconomic model and the education system in particular make it difficult to materialize.
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| format |
Article
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| author |
Durán Téllez, Aura Smid
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| author_facet |
Durán Téllez, Aura Smid
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| author_sort |
Durán Téllez, Aura Smid
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| title |
Perspectiva pedagógica y filosófica de uniclaretiana desde el concepto de justicia educativa
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| title_short |
Perspectiva pedagógica y filosófica de uniclaretiana desde el concepto de justicia educativa
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| title_full |
Perspectiva pedagógica y filosófica de uniclaretiana desde el concepto de justicia educativa
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| title_fullStr |
Perspectiva pedagógica y filosófica de uniclaretiana desde el concepto de justicia educativa
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| title_full_unstemmed |
Perspectiva pedagógica y filosófica de uniclaretiana desde el concepto de justicia educativa
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| title_sort |
perspectiva pedagógica y filosófica de uniclaretiana desde el concepto de justicia educativa
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| publishDate |
2018
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| url |
https://dialnet.unirioja.es/servlet/oaiart?codigo=6745595
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| _version_ |
1709747854047707136
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