La educación transformadora en Venezuela: el buen vivir y la gobernanza basada en saberes territoriales
DOI:
https://doi.org/10.69821/constellations.vi.48Keywords:
Worldview, transformative education, interculturality, governance, quality educationAbstract
This research examines educational debates in Venezuela that focus on the principles of "Buen Vivir" and territorial knowledge. Its main objective is to assess the role of this knowledge within the evolving structure of Venezuelan education, particularly in the context of educational quality. A phenomenological and holistic methodology was employed, covering various levels and modalities of the Venezuelan educational system. The focus was placed on teacher training as a key factor in promoting social transformation within education, drawing on data from the LLECE (UNESCO, 2021). The findings of the study highlight the need for deep reflection to drive educational strategies that recognize metabolism as a fundamental element in shaping the relationship between society and nature. This is integrated into educational transformation processes through an anthropological perspective, underscoring the critical role of schools and the scale of their outcomes. The conclusions indicate that the current state of educational quality has led to feelings of sadness among children, signaling the need for a transformation in youth education. It is essential to recognize the community and territory as vital agents in educational transformation, given their enduring presence and influence in daily life. Teacher training must evolve to ensure a deeper and more meaningful connection with local knowledge, promoting an education that genuinely reflects the cultural and territorial realities of the students
Downloads
References
Alfonzo Rosas , P. F. . (2024). La Educación Universitaria desde la Perspectiva Biocentrica. BIOHUM, 2(2), 44-60. https://revistabiohum.com/index.php/home/article/view/15
Bermúdez, W. . (2023). Transformando la Posición Existencial del Docente con Inteligencia Emocional. BIOHUM, 1(1), 181-217. https://revistabiohum.com/index.php/home/article/view/11
Bigott, L. A. (2011). Redes socioculturales: Investigación y participación comunitaria. República Bolivariana de Venezuela.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
Fischer-Kowalski, M., & Weisz, H. (1999). Society as hybrid between material and symbolic realms: Toward a theoretical framework of society-nature interaction. Advances in Human Ecology, 8, 215-251.
Gavilán-Pinto, V. (2012). El pensamiento en espiral: Paradigma de los pueblos indígenas. Ñuke Mapuförlaget.
González, M. J., & Rodríguez, L. (2020). Educación para el Buen Vivir: Un enfoque transformador para la enseñanza en contextos vulnerables. Editorial Universitaria.
Hopwood, B., Mellor, M., & O’Brien, G. (2005). Sustainable development: Mapping different approaches. Sustainable Development, 13(1), 38-52. https://doi.org/10.1002/sd.244
Kvale, S. (2007). Doing interviews. SAGE Publications.
Liamputtong, P. (2007). Researching the vulnerable: A guide to sensitive research methods. SAGE Publications.
Martínez-Alier, J. (2009). Social metabolism, ecological distribution conflicts, and languages of valuation. Capitalism Nature Socialism, 20(1), 58-87. https://doi.org/10.1080/10455780902718559
Mason, J. (2002). Qualitative researching (2nd ed.). SAGE Publications.
Parazuela, E. J. . (2023). Incidencia de las Relaciones Interpersonales en el funcionamiento De las Organizaciones. BIOHUM, 1(1), 131-141. https://revistabiohum.com/index.php/home/article/view/9
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE Publications.
Rojas, P. A. (2022). El impacto del enfoque del Buen Vivir en la educación intercultural en América Latina. Revista de Estudios Latinoamericanos, 15(3), 205-221. https://doi.org/10.1016/j.rdel.2022.03.005
UNESCO. (2021). Informe de seguimiento de la educación en el mundo. UNESCO.
Vásquez, C. M., & Solórzano, A. (2023). Transformación educativa y gobernanza en el contexto venezolano. Revista Iberoamericana de Educación, 25(2), 125-143. https://doi.org/10.2006/rie.v25n2.045
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Nelson Herrera Blanco (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
