Concepciones sobre paradigmas emergentes que tienen los docentes de las facultades de educación a nivel de posgrados de tres universidades de América Latina

Abstract

Along history, education has been the scenario where formal knowledge is performed; education is contextual and therefore reflects social paradigms that have given origin. The modernity paradigm promised that education would lead humanity to climb on social promotion through equity, poverty alleviation and happiness. More people had the opportunity to access education, however the population faced a global crisis as never before; a crisis that at the same time is external and internal. External on cases that relates to material conditions of our existence in life, and internal because it is closely related to our human nature and how we construct knowledge and meaning. This makes us wonder: ¿What´s the role has played the education building our lives? ¿Are we adding decontextualized knowledge of reality? ¿Do education allows us to create more peaceful realities due collective existence? Do education let us to be more human and respectful of life on earth? At this point where appear the indispensable role to be played by education as a facilitator and promoter of the spirit, consciousness, understanding and commitment development, as strategic dimensions of learning and teaching of a new human condition appears. In the words of Einstein, "it is absurd pretend to solve problems with the same tools that created it"; from there it's time to question the paradigm that has illuminated until actual times the global educational model. Something must be wrong with the model, since the results point to more increasing of crisis. ¿Is it possible that the core of the discussion should take the necessary paradigm shifts?. ¿What must to change? The modernity paradigm, based on instrumental reason, evolution development and a mechanistic model of science, should be revalued and in fact, it is on evaluation from science as being warned (Kuhm, 2011) 100 years ago. Emerging paradigms appear as breaks; as fractures to the mechanistic world; science as quantum physics, began relativizing the truths of Newton, opening a world of probabilities; biology has revealed to us truths beyond Darwin; to give example only of two aspects that relate to competency and competitive education, in a world that is supposed is in a permanent state of contest, and where the strongest always win. These paradigms permeate life; so today, the stock market and climate are analyzed from chaos theory, however, our education is attached to truths and outdated methods; based on teaching and not on learning; ignoring the multiplicity of knowledge and virtues of dialogue; in a few words we are still subject to colonial models. Since the critical debate to classical mechanistic model of education is growing, it is pertinent to explore how far the budgets of what has been called emerging paradigm begin to permeate our educational systems, particularly from the trainers education Faculties. Thus, the permanent question of today education; arises as a purpose, of inquire from the conceptions emerging paradigms in education, that have some teachers of certain faculties in Education in Latin American on countries like Costa Rica, Argentina and Colombia.