| Popis: |
Este ensayo de investigaci?n se presenta como aporte de los autores en el marco de la filosof?a de la ciencia, con el prop?sito de reflexionar sobre el llamado de m?ltiples comunidades educativas colombianas a una genuina y determinante revoluci?n cient?fica en educaci?n. Los autores describen los enfoques y tendencias de investigaci?n, filosof?a y ciencia, de grandes representantes que realizaron aportes te?ricos significativos mediante el paradigma socio-cr?tico en general y luego en Latinoam?rica. Seguidamente, se caracterizan aportes espec?ficos a la educaci?n y gesti?n educativa, finalizando con las posturas de un proponente influyente en Colombia. El paradigma socio-cr?tico pretende desde la teor?a cr?tica, la liberaci?n en cuanto al pensamiento y emancipaci?n de los actores educativos en los contextos que estos vivencian, a trav?s de la raz?n comunicativa y argumentaci?n de las posturas que conlleven a la transformaci?n social de su entorno mediante el intercambio de intersubjetividades que redunden en la reestructuraci?n del sistema educativo. Desde las posturas del paradigma socio-cr?tico expuestas, los autores concluyen el art?culo, con el cap?tulo que presenta dichos aportes frente a la gu?a 34 (Gu?a para el mejoramiento institucional de la autoevaluaci?n al plan de mejoramiento, establecida por el Ministerio de Educaci?n colombiano) como insumo para concretar procesos de mejoramiento continuo, ajustados a la realidad institucional de la gesti?n educativa en Colombia. This research essay is presented as a contribution of the authors within the framework of the philosophy of science, with the purpose of reflecting on the call of multiple Colombian educational communities to a genuine and decisive scientific revolution in education. The authors describe the research approaches and trends, philosophy and science, of great representatives who made significant theoretical contributions through the socio-critical paradigm in general and later in Latin America. Then, specific contributions to education and educational management are characterized, ending with the positions of an influential proponent in Colombia. The socio-critical paradigm pretends from critical theory, liberation in terms of thought and emancipation of educational actors in the contexts that they experience, through the communicative reason and argumentation of positions that involve the social transformation of their environment through the exchange of intersubjectivities that result in the restructuring of the educational system. From the positions of the socio-critical paradigm exposed, the authors conclude the article, with the chapter that presents these contributions in front of the guide 34 (Guide for the institutional improvement of the self-assessment to the improvement plan, established by the Colombian Ministry of Education) as an input for the realization of continuous improvement processes, adjusted to the institutional reality of educational management in Colombia. |
