The challenge of curricular change in teacher training in Uruguay
Current events place us in contexts of change, the global stage, in a mega-cognitive, technological, digital, multicultural, and plural society, characterized by uncertainty, conflicts, dilemmas, doubts, divergences, and mutability. The growing gap between education and society calls for reflection,...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Universidad Católica de Córdoba. Facultad de Educación
2025
|
| Materias: | |
| Acceso en línea: | https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/6087 |
| Aporte de: |
| Sumario: | Current events place us in contexts of change, the global stage, in a mega-cognitive, technological, digital, multicultural, and plural society, characterized by uncertainty, conflicts, dilemmas, doubts, divergences, and mutability. The growing gap between education and society calls for reflection, especially, in the context of the major changes promoted in Uruguay, since 2023, through a curricular transformation. This curricular change is oriented toward a learning-centered paradigm, based on the development of competencies, seeking a closer connection between contemporary social demands and educational practices.This paper aims to conduct a documentary survey that allows for reflection on the need for curricular change in the initial teacher training educational model. This innovation is manifested in new pedagogical formats, the emergence of new teaching and learning contexts, and an indispensable redefinition of the role of students for the achievement of authentic centrality. |
|---|