This article reflects on the curriculum and the cognitive matrix of the educational model that currently guides Ecuadorian education, taking Gabriel Marcel's personalist vision as a reference. The document proposes to rethink the different dimensions of the educational task emphasizing the main postulates of personalism which, as a philosophical current, allows the revaluation of man and of education, promoting the centrality of the person in the face of the pragmatic, economistic and consumerist formation which, as its ultimate goal, has been promulgated by today's society. This work consists of three parts: The first part analyzes the anthropological vision that guides current Ecuadorian education, taking as a reference some postulates expressed in the National Plan for Good Living 2013-2017 and the National Development Plan 2017-2021. A lifetime, and different postulates established in the Constitution of the Republic of Ecuador of 2008, in the Organic Law of Higher Education and other regulations related to the educational proposal. The second part reflects on Gabriel Marcel's personalist proposal and its implications for Ecuadorian education and the integral formation of the human being, having the person as the fundamental center of social development. In the third part, the advantages and disadvantages of a personal anthropological proposal of integral education in Ecuador are analyzed.
|Translated title of the contribution||Change Of The Cognitive Matrix As An Edge For The Formation Of The Person In Ecuador|
|Original language||Spanish (Ecuador)|
|Journal||Universidad Central Del Ecuador|
|State||Published - 7 Jul 2019|