TRAINING IN HIGHER EDUCATION IN THE FACE OF THE CIVILIZATIONAL CRISIS

an invitation to a view from complexity, transdiscipline and critical pedagogy

Abstract

Faced with the civilizational crisis, more evident in the face of the COVID-19 pandemic, it is necessary to analyze and reflect on educational practice from new pedagogical approaches that allow addressing the educational problem. Some authors speak, more than a pandemic, of a Syndemic, which requires positioning our analysis from new ways of looking at reality. In this, it is necessary to recognize the complexity of educational problems and the characteristics and conditions of social actors, teachers and learners. The pedagogical act considers the different positions of educational theory, especially critical pedagogy and the sociocultural perspective. In this sense, in addition to complexity and transdisciplinary, it is considered necessary to leave traditional teaching behind to incorporate new approaches to “differentiated education” and “pedagogy of otherness”. Emancipation is essential, with an approach to decolonize training and ways of sharing and co-building knowledge. In this process, the epistemologies of the South take on great relevance. Here we seek to reposition the crucial role that teaching has, specifically didactics in the scientific and cultural field, when analyzing Pedagogy and didactics of Complexity in the challenges of moving from a focus of education and individual health to that of collective health. Here, the transdisciplinary is incorporated as a reference to create bridges of knowledge between disciplines and thoughts for the training of professionals in higher education. It seeks to recover discussions that put knowledge in its social process, and of educational practices as contexts within training in health sciences and pedagogy.