This collective work enunciates different theoretical, epistemological and practical reflections on Latin American pedagogical thought. It proposes a set of theories that allow us to understand that the Philosophy of Education is placed at the intersection of Anthropology, Ontology, the Philosophy of Culture, the Sociology of Education and the Sciences of Education since all of them, from their field of action, ratify the educable character of human beings. At the beginning of the twenty-first century, a kind of cultural revolution is emerging that forces us to rethink all human processes, beginning with education: The complexity of today's society calls into question and destabilizes reflection and educational practices at every moment, and demands immediate responses that seek to integrate knowledge and diverse knowledge from various perspectives, assuming the inter and trans-disciplinary nature of knowledge. The authors of the book pose new questions, analyses, reflections and proposals on the subject and the educational fact. The book is made up of thirteen chapters, distributed in four parts: historical-conceptual approach to Latin American pedagogical thought; situated pedagogical derivations; pedagogical models and pedagogical experiences, and each one of them dynamically articulates the contributions and reflections.
|Translated title of the contribution||Latin American Pedagogical Approaches and Perspectives|
|Original language||Spanish (Ecuador)|
|Title of host publication||Latin American pedagogical approaches and perspectives|
|State||Published - 31 Jan 2019|