El Pensamiento complejo sobre la educación desde Edgar Morin: Una propuesta para la transformación curricular en los programas de contaduría pública

Abstract

The purpose of this research is to establish a curricular proposal for public accounting programs through the application of references from Edgar Morin's complex thought, from which the transformation of the formation of public accountants, on the one hand, and of curricular processes, on the other, is sought. The proposal is based on the analysis of the educational projects of five public accounting programs (PEP) in the city of Bogotá. A survey was also designed for students, teachers and directors of the programs, taking into account the different aspects that make up the curriculum. The purpose of the survey was to determine if the basic principles of complexity were cross-cutting in the programs and in pedagogical practice. The research aims to determine the importance of the emergence of curricula from the paradigm of complexity proposed by Edgar Morin. In that sense, it focuses on building programs that train public accountants with a social sense, who are creative and have an open and proactive attitude to innovate and acquire new knowledge. In this way, the public accounting programs will have a formation in contexts where theory is confronted with practice, based on an integrated transdisciplinary curriculum that fosters curiosity and criticism through free and autonomous learning which involves all actors in the educational arena, mainly teachers and students.