La educación patrimonial transcompleja que emerge del patrimonio cultural - identidad - y ciudadanía.
Saved in:
| Title: | La educación patrimonial transcompleja que emerge del patrimonio cultural - identidad - y ciudadanía. |
|---|---|
| Alternate Title: | Transcomplete patrimonial education emerging from cultural heritage - identity - and citizenship. |
| Authors: | Elena Rodríguez, Milagros1 josematias1@hotmail.com |
| Source: | Educación y Humanismo. ene-jun 2019, Vol. 21 Issue 36, p93-112. 20p. |
| Abstract (English): | Objective: The objective of the research was to support, from the triad: cultural heritage - identity and - citizenship (PC-I-C) the epistemic axes of Transcomplex Heritage Education (EFA). Method: To this end, the diatopic, comprehensive and reflexive hermeneutics was used as a transmethod. Results: The PC-IC relationship in transmodernity is understood as a set of open, integrating possibilities and attention to complexity that allowed to achieve elements with diverse interpretations of the collective past in a decolonized context Patrimonial Education (EP), traditional cultural heritage manager (PC), inherits his modernist conceptions of reductionist paradigms and an objectified culture, conceived under contempt, devaluations, coloniality of power and knowledge. Conclusion: It was concluded that the EFA nests the educational exercise that is based on the patrimonial issue, which is essentially political and is shown as a dynamic element of citizenship and social inclusion. It was configured as an educational and social praxis that allows to elaborate pedagogical actions privileging transcomplex approaches, allowing the human being to perceive its historical dimension, strengthening its commitment as a citizen. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Objetivo: La investigación tuvo como objetivo sustentar desde la triada: patrimonio cultural-identidad y - ciudadanía (PC-I-C) los ejes epistémicos de la Educación Patrimonial Transcompleja (EPT). Método: se usó la hermenéutica diatopica, comprensiva y reflexiva como transmétodo. Resultados: La relación PC-I-C en la transmodernidad es entendida como un conjunto de posibilidades abiertas, integradoras y ateniente a la complejidad que permitieron conseguir elementos con interpretaciones diversas del pasado colectivo en un contexto descolonizado La Educación Patrimonial (EP) tradicional gestora del patrimonio cultural (PC), hereda sus concepciones modernistas de los paradigmas reduccionistas y una cultura objetivada, concebida bajo el desprecio, desvalorizaciones, colonialidad del poder y del saber. Conclusión: Se concluyó que la EPT anida el ejercicio educativo que tiene por base el asunto patrimonial, que es esencialmente política y se muestra como un dinámico elemento de ciudadanía e inclusión social. Se configuró como una praxis educativa y social que permite elaborar acciones pedagógicas privilegiando enfoques transcomplejos, permitiendo al ser humano percibir su dimensión histórica, fortaleciendo su compromiso como ciudadano. [ABSTRACT FROM AUTHOR] |
| Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 135590494 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: La educación patrimonial transcompleja que emerge del patrimonio cultural - identidad - y ciudadanía. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Transcomplete patrimonial education emerging from cultural heritage - identity - and citizenship. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Elena+Rodríguez%2C+Milagros%22">Elena Rodríguez, Milagros</searchLink><relatesTo>1</relatesTo><i> josematias1@hotmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educación+y+Humanismo%22">Educación y Humanismo</searchLink>. ene-jun 2019, Vol. 21 Issue 36, p93-112. 20p. – Name: Abstract Label: Abstract (English) Group: Ab Data: Objective: The objective of the research was to support, from the triad: cultural heritage - identity and - citizenship (PC-I-C) the epistemic axes of Transcomplex Heritage Education (EFA). Method: To this end, the diatopic, comprehensive and reflexive hermeneutics was used as a transmethod. Results: The PC-IC relationship in transmodernity is understood as a set of open, integrating possibilities and attention to complexity that allowed to achieve elements with diverse interpretations of the collective past in a decolonized context Patrimonial Education (EP), traditional cultural heritage manager (PC), inherits his modernist conceptions of reductionist paradigms and an objectified culture, conceived under contempt, devaluations, coloniality of power and knowledge. Conclusion: It was concluded that the EFA nests the educational exercise that is based on the patrimonial issue, which is essentially political and is shown as a dynamic element of citizenship and social inclusion. It was configured as an educational and social praxis that allows to elaborate pedagogical actions privileging transcomplex approaches, allowing the human being to perceive its historical dimension, strengthening its commitment as a citizen. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Objetivo: La investigación tuvo como objetivo sustentar desde la triada: patrimonio cultural-identidad y - ciudadanía (PC-I-C) los ejes epistémicos de la Educación Patrimonial Transcompleja (EPT). Método: se usó la hermenéutica diatopica, comprensiva y reflexiva como transmétodo. Resultados: La relación PC-I-C en la transmodernidad es entendida como un conjunto de posibilidades abiertas, integradoras y ateniente a la complejidad que permitieron conseguir elementos con interpretaciones diversas del pasado colectivo en un contexto descolonizado La Educación Patrimonial (EP) tradicional gestora del patrimonio cultural (PC), hereda sus concepciones modernistas de los paradigmas reduccionistas y una cultura objetivada, concebida bajo el desprecio, desvalorizaciones, colonialidad del poder y del saber. Conclusión: Se concluyó que la EPT anida el ejercicio educativo que tiene por base el asunto patrimonial, que es esencialmente política y se muestra como un dinámico elemento de ciudadanía e inclusión social. Se configuró como una praxis educativa y social que permite elaborar acciones pedagógicas privilegiando enfoques transcomplejos, permitiendo al ser humano percibir su dimensión histórica, fortaleciendo su compromiso como ciudadano. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=135590494 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17081/eduhum.21.36.3074 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 20 StartPage: 93 Titles: – TitleFull: La educación patrimonial transcompleja que emerge del patrimonio cultural - identidad - y ciudadanía. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Elena Rodríguez, Milagros IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: ene-jun 2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 01242121 Numbering: – Type: volume Value: 21 – Type: issue Value: 36 Titles: – TitleFull: Educación y Humanismo Type: main |
| ResultId | 1 |
