La educación patrimonial transcompleja que emerge del patrimonio cultural - identidad - y ciudadanía.
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| Title: | La educación patrimonial transcompleja que emerge del patrimonio cultural - identidad - y ciudadanía. |
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| 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] |
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| Database: | Education Research Complete |
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