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Estas edades son los tiempos de la vida que bajo el enfoque de la teoría pedagógica de la educación permanente o del aprendizaje a lo largo de la vida indican y marcan los tiempos de la formación humana."]]]],["element",{"elementId":"38"},["name","Coverage"],["description","The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant"],["elementTextContainer",["elementText",{"elementTextId":"14034"},["text","null"]]]],["element",{"elementId":"45"},["name","Publisher"],["description","An entity responsible for making the resource available"],["elementTextContainer",["elementText",{"elementTextId":"14035"},["text","Serie, dialogos y perspectivas del desarrollo curricular"]]]]]]],["tagContainer",["tag",{"tagId":"5411"},["name","adulto"]],["tag",{"tagId":"5409"},["name","andragogía"]],["tag",{"tagId":"5410"},["name","epistemológica"]],["tag",{"tagId":"5408"},["name","modelo andragógico"]]]],["item",{"itemId":"2805","public":"1","featured":"1"},["fileContainer",["file",{"fileId":"2717"},["src","https://bvhumanidades.usac.edu.gt/files/original/69fbb1006caaf9245085ac1cc2f34fe6.pdf"],["authentication","4867e7f50953d6eebac09a47acb16f37"]]],["collection",{"collectionId":"5"},["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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Lo anterior permite afirmar que el divorcio entre la Pedagogía y la Didáctica hace difícil su estudio como sistemas de conocimientos históricamente condicionados."]]]],["element",{"elementId":"38"},["name","Coverage"],["description","The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant"],["elementTextContainer",["elementText",{"elementTextId":"14029"},["text","2008"]]]],["element",{"elementId":"45"},["name","Publisher"],["description","An entity responsible for making the resource available"],["elementTextContainer",["elementText",{"elementTextId":"14030"},["text","Instituto Central de Ciencias Pedagógicas."]]]]]]],["tagContainer",["tag",{"tagId":"5405"},["name","corriente naturalista"]],["tag",{"tagId":"5406"},["name","corriente social"]],["tag",{"tagId":"5407"},["name","corriente trascendente"]],["tag",{"tagId":"483"},["name","Pedagogía"]]]],["item",{"itemId":"2804","public":"1","featured":"1"},["fileContainer",["file",{"fileId":"2716"},["src","https://bvhumanidades.usac.edu.gt/files/original/d11818fcd56447edc132e88a80115387.pdf"],["authentication","01e627e810466de1dca457c477001d2b"]]],["collection",{"collectionId":"5"},["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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No es un tratado sobre el conjunto de materias que deben o deberían enseñarse : pretende única y esencialmente exponer problemas centrales o fundamentales que permanecen por completo ignorados u olvidados y que son necesarios para enseñar en el próximo siglo. Hay siete saberes «fundamentales » que la educación del futuro debería tratar en cualquier sociedad y en cualquier cultura sin excepción alguna ni rechazo según los usos y las reglas propias de cada sociedad y de cada cultura. Además, el saber científico sobre el cual se apoya este texto para situar la condición humana no sólo es provisional, sino que destapa profundos misterios concernientes al Universo, a la Vida, al nacimiento del Ser Humano. Aquí se abre un índecídíble en el cual intervienen las opciones filosóficas y las creencias religiosas a través de culturas y civilizaciones."]]]],["element",{"elementId":"38"},["name","Coverage"],["description","The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant"],["elementTextContainer",["elementText",{"elementTextId":"14024"},["text","1999"]]]],["element",{"elementId":"45"},["name","Publisher"],["description","An entity responsible for making the resource available"],["elementTextContainer",["elementText",{"elementTextId":"14025"},["text","Santillana"]]]]]]],["tagContainer",["tag",{"tagId":"5430"},["name","condición humana"]],["tag",{"tagId":"841"},["name","Conocimiento"]],["tag",{"tagId":"5223"},["name","enseñar"]],["tag",{"tagId":"2166"},["name","Ética"]]]],["item",{"itemId":"2803","public":"1","featured":"1"},["fileContainer",["file",{"fileId":"2715"},["src","https://bvhumanidades.usac.edu.gt/files/original/9a54075c0d8e69f8b71c590461bffdc3.pdf"],["authentication","5eead4cbe2e0ea8535d3d4e9aeea975a"]]],["collection",{"collectionId":"5"},["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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El presente módulo pretende justificar este hecho y analizar los tres marcos teórico-prácticos que fundamentan, desde un punto de vista pedagógico, la educación de las personas adultas: la educación permanente, la andragogía y el modelo social. 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Como resultado se evidenció una práctica pedagógica desvinculada de la relación teóricapráctica; con prevalencia de métodos didácticos unidireccionales, técnicas expositivas magistrales, prácticas descontextualizadas, que POCO favorecen la autonomía moral de los estudiantes Yel fortalecimiento de los valores básicos explicitados en el Currículo Básico Nacional (CBN); ello es reflejo de una epistemología conductista limitativa de la operacionalización del Eje Transversal"]]]],["element",{"elementId":"38"},["name","Coverage"],["description","The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant"],["elementTextContainer",["elementText",{"elementTextId":"14014"},["text","2007"]]]],["element",{"elementId":"45"},["name","Publisher"],["description","An entity responsible for making the resource available"],["elementTextContainer",["elementText",{"elementTextId":"14015"},["text","Revista de Educación Laurus"]]]]]]],["tagContainer",["tag",{"tagId":"5427"},["name","educación básica."]],["tag",{"tagId":"5425"},["name","eje transversal valores"]],["tag",{"tagId":"5426"},["name","fundamentos epistemológicos y curriculares"]],["tag",{"tagId":"5237"},["name","práctica pedagógica"]]]],["item",{"itemId":"2801","public":"1","featured":"1"},["fileContainer",["file",{"fileId":"2713"},["src","https://bvhumanidades.usac.edu.gt/files/original/a2ed03212ebde143870617b55e8378d1.pdf"],["authentication","bcfec6b9e105e23119fe3b1bb888330a"]]],["collection",{"collectionId":"5"},["elementSetContainer",["elementSet",{"elementSetId":"1"},["name","Dublin Core"],["description","The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. 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Aprender cualquiera de los contenidos escolares supone, desde esta concepción, atribuir un sentido y construir los significados implicados en dicho contenido. Ahora bien, esta construcción no se lleva a cabo partiendo de cero, ni siquiera en los momentos iniciales de la escolaridad. El alumno construye personalmente un significado (o lo reconstruye desde el punto de vista social) sobre la base de los significados que ha podido construir previamente. Justamente gracias a esta base es posible continuar aprendiendo, continuar construyendo nuevos significados. Esta idea no es precisamente original. Desde Sócrates a nuestros días pocas teorías o explicaciones la han puesto en duda. 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