Entre la decolonización y el capital humano. reflexiones en torno al rol esperado del docente en el Chile post transición

The relationship between socioeconomic mobility and school levels has been thematized since the generalization of modern institutionalized education systems. The demand for Chilean quality education is associated with exitism and the formation of Human Capital, crashing with mismatches between public policies, the crisis of legitimization of public education, and the Latin American epistemic advance that influences the pedagogical exercise through critical pedagogy or decolonization as a new way of organizing / re-creating knowledge. Thus, the teacher is required from two dichotomous currents, which makes him a vortex with unusual edges. This article of reflection seeks to expose some aspects of these contradictions, addressing the theory of Human Capital in education and the decolonization of pedagogy, in relation to the expected role of teachers in Chile.La relación entre movilidad socioeconómica y niveles escolares se ha tematizado desde la generalización de los sistemas institucionalizados modernos de educación. La exigencia de educación de calidad chilena está asociada al exitismo y a la formación de Capital Humano, estrellándose con desajustes entre políticas públicas, la crisis de legitimación de la educación pública, y el avance epistémico latinoamericano que influye el ejercicio pedagógico a través de la pedagogía crítica o la descolonización como nueva forma de organizar/re-crear conocimiento. Es así que el docente es requerido desde dos corrientes dicotómicas, lo que le convierte en un vórtice con inusitadas aristas. El presente artículo de reflexión busca exponer algunos aspectos de dichas contradicciones, abordando la teoría de Capital Humano en educación y de la decolonización de la pedagogía, en relación al rol esperado del profesorado en Chile

Entre la decolonización y el capital humano. reflexiones en torno al rol esperado del docente en el Chile post transición

The relationship between socioeconomic mobility and school levels has been thematized since the generalization of modern institutionalized education systems. The demand for Chilean quality education is associated with exitism and the formation of Human Capital, crashing with mismatches between public policies, the crisis of legitimization of public education, and the Latin American epistemic advance that influences the pedagogical exercise through critical pedagogy or decolonization as a new way of organizing / re-creating knowledge. Thus, the teacher is required from two dichotomous currents, which makes him a vortex with unusual edges. This article of reflection seeks to expose some aspects of these contradictions, addressing the theory of Human Capital in education and the decolonization of pedagogy, in relation to the expected role of teachers in Chile.La relación entre movilidad socioeconómica y niveles escolares se ha tematizado desde la generalización de los sistemas institucionalizados modernos de educación. La exigencia de educación de calidad chilena está asociada al exitismo y a la formación de Capital Humano, estrellándose con desajustes entre políticas públicas, la crisis de legitimación de la educación pública, y el avance epistémico latinoamericano que influye el ejercicio pedagógico a través de la pedagogía crítica o la descolonización como nueva forma de organizar/re-crear conocimiento. Es así que el docente es requerido desde dos corrientes dicotómicas, lo que le convierte en un vórtice con inusitadas aristas. El presente artículo de reflexión busca exponer algunos aspectos de dichas contradicciones, abordando la teoría de Capital Humano en educación y de la decolonización de la pedagogía, en relación al rol esperado del profesorado en Chile

TOWARDS A CONSISTENT PLANNING IN LEARNING EXPERIENCES BASED ON THE HISTORICAL REFLECTION OF COGNITIVE DEVELOPMENT AND THE ECOCULTURAL UNITY

This article presents a proposal for coherent planning, class by class, based on the historical reflection of cognitive development and the conformation of the ecocultural unit in the evolution of the person, for the design of deep learning experiences. This with the aim of enhancing the progress of the person in accordance with the criteria for integral development, according to the review and incorporation of the cognitive domain taxonomies based on the organization and deployment of the learning process. This proposal arises from the reflection of the work and the teaching practice during the development of the classes, whose concern is focused on the quality and complexity of these. These reflections show the importance of developing training routes that encompass and estimate the entire learning circuit from the domains whose articulation simultaneously permeates the corporal, affective and socio-emotional

Between Decolonization and Human Capital. Reflections Toward the Expected Role of the Teacher in the Chile Post Transition

The relationship between socioeconomic mobility and school levels has been thematized since the generalization of modern institutionalized education systems. The demand for Chilean quality education is associated with exitism and the formation of Human Capital, crashing with mismatches between public policies, the crisis of legitimization of public education, and the Latin American epistemic advance that influences the pedagogical exercise through critical pedagogy or decolonization as a new way of organizing / re-creating knowledge. Thus, the teacher is required from two dichotomous currents, which makes him a vortex with unusual edges. This article of reflection seeks to expose some aspects of these contradictions, addressing the theory of Human Capital in education and the decolonization of pedagogy, in relation to the expected role of teachers in Chile

A HISTORICAL DIMENSION OF THE RESEARCH ON SOCIAL EXPECTATIONS OF AN INDIVIDUAL

The purpose of the paper is to present theoretical-methodological critical analysis of social expectations of an individual in a historical dimension. It examines and outlines a historical component of trends in the research on social expectations in the world scientific literature and practice. The study determines and characterizes the following trends in the research on social expectations of an individual: philosophical, sociological, neurophysiological, psychological, social-psychological and the trend of construction of the future. It analyzes the current state of the development of social expectations of an individual in the context of the history of everyday life. The research reveals the essence and psychological content features of all the trends in the research. We come to the conclusion that a historical dimension of social expectations of an individual arranges the acquired knowledge about the trends in the research subject

Entre la decolonización y el capital humano. reflexiones en torno al rol esperado del docente en el Chile post transición

The relationship between socioeconomic mobility and school levels has been thematized since the generalization of modern institutionalized education systems. The demand for Chilean quality education is associated with exitism and the formation of Human Capital, crashing with mismatches between public policies, the crisis of legitimization of public education, and the Latin American epistemic advance that influences the pedagogical exercise through critical pedagogy or decolonization as a new way of organizing / re-creating knowledge. Thus, the teacher is required from two dichotomous currents, which makes him a vortex with unusual edges. This article of reflection seeks to expose some aspects of these contradictions, addressing the theory of Human Capital in education and the decolonization of pedagogy, in relation to the expected role of teachers in Chile.La relación entre movilidad socioeconómica y niveles escolares se ha tematizado desde la generalización de los sistemas institucionalizados modernos de educación. La exigencia de educación de calidad chilena está asociada al exitismo y a la formación de Capital Humano, estrellándose con desajustes entre políticas públicas, la crisis de legitimación de la educación pública, y el avance epistémico latinoamericano que influye el ejercicio pedagógico a través de la pedagogía crítica o la descolonización como nueva forma de organizar/re-crear conocimiento. Es así que el docente es requerido desde dos corrientes dicotómicas, lo que le convierte en un vórtice con inusitadas aristas. El presente artículo de reflexión busca exponer algunos aspectos de dichas contradicciones, abordando la teoría de Capital Humano en educación y de la decolonización de la pedagogía, en relación al rol esperado del profesorado en Chile

Observation of WWWWWW Production in pppp Collisions at s\sqrt s =13 TeV with the ATLAS Detector

International audienceThis Letter reports the observation of $WWW$ production and a measurement of its cross section using 139 fb$^{-1}$ of proton-proton collision data recorded at a center-of-mass energy of 13 TeV by the ATLAS detector at the Large Hadron Collider. Events with two same-sign leptons (electrons or muons) and at least two jets, as well as events with three charged leptons, are selected. A multivariate technique is then used to discriminate between signal and background events. Events from $WWW$ production are observed with a significance of 8.0 standard deviations, where the expectation is 5.4 standard deviations. The inclusive $WWW$ production cross section is measured to be $820 \pm 100\,\text{(stat)} \pm 80\,\text{(syst)}$ fb, approximately 2.6 standard deviations from the predicted cross section of $511 \pm 18$ fb calculated at next-to-leading-order QCD and leading-order electroweak accuracy

Observation of WWWWWW Production in pppp Collisions at s\sqrt s =13 TeV with the ATLAS Detector

International audienceThis Letter reports the observation of $WWW$ production and a measurement of its cross section using 139 fb$^{-1}$ of proton-proton collision data recorded at a center-of-mass energy of 13 TeV by the ATLAS detector at the Large Hadron Collider. Events with two same-sign leptons (electrons or muons) and at least two jets, as well as events with three charged leptons, are selected. A multivariate technique is then used to discriminate between signal and background events. Events from $WWW$ production are observed with a significance of 8.0 standard deviations, where the expectation is 5.4 standard deviations. The inclusive $WWW$ production cross section is measured to be $820 \pm 100\,\text{(stat)} \pm 80\,\text{(syst)}$ fb, approximately 2.6 standard deviations from the predicted cross section of $511 \pm 18$ fb calculated at next-to-leading-order QCD and leading-order electroweak accuracy

Observation of WWWWWW Production in pppp Collisions at s\sqrt s =13 TeV with the ATLAS Detector

International audienceThis Letter reports the observation of $WWW$ production and a measurement of its cross section using 139 fb$^{-1}$ of proton-proton collision data recorded at a center-of-mass energy of 13 TeV by the ATLAS detector at the Large Hadron Collider. Events with two same-sign leptons (electrons or muons) and at least two jets, as well as events with three charged leptons, are selected. A multivariate technique is then used to discriminate between signal and background events. Events from $WWW$ production are observed with a significance of 8.0 standard deviations, where the expectation is 5.4 standard deviations. The inclusive $WWW$ production cross section is measured to be $820 \pm 100\,\text{(stat)} \pm 80\,\text{(syst)}$ fb, approximately 2.6 standard deviations from the predicted cross section of $511 \pm 18$ fb calculated at next-to-leading-order QCD and leading-order electroweak accuracy

Observation of WWWWWW Production in pppp Collisions at s\sqrt s =13 TeV with the ATLAS Detector

International audienceThis Letter reports the observation of $WWW$ production and a measurement of its cross section using 139 fb$^{-1}$ of proton-proton collision data recorded at a center-of-mass energy of 13 TeV by the ATLAS detector at the Large Hadron Collider. Events with two same-sign leptons (electrons or muons) and at least two jets, as well as events with three charged leptons, are selected. A multivariate technique is then used to discriminate between signal and background events. Events from $WWW$ production are observed with a significance of 8.0 standard deviations, where the expectation is 5.4 standard deviations. The inclusive $WWW$ production cross section is measured to be $820 \pm 100\,\text{(stat)} \pm 80\,\text{(syst)}$ fb, approximately 2.6 standard deviations from the predicted cross section of $511 \pm 18$ fb calculated at next-to-leading-order QCD and leading-order electroweak accuracy