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Los fines de la educación en la «Pedagogía estructurativa» de José Vasconcelos
(Universidad Panamericana, Escuela de Pedagogía, 2021-07-03)
Macías Barba, María del Pilar
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
A century after the founding of the Ministry of Public Education of Mexico, it is appro-priate to return to the educational approach of its founder, José Vasconcelos, to identify the congruence and greatness of its civilizing purpose based on instruction, work, culture, and art—a truly comprehensive educational project. The purpose of this article is to present the concept of education that underlies the Pedagogía Estructurativa of José Vasconcelos and to propose five aims of education that arise from it and that keep a harmonious, hierarchi-cal, and systemic relationship. This proposal is the result of the selection, organization, and analysis of Vasconcelos’s work and mainly of the analysis of his book De Robinsón a Odiseo: Pedagogía Estructurativa. This article is divided into three parts. The first part integrates the concept of education. The second part identifies the educable areas or dimensions of the per-son. The third part proposes the classification of the five aims of education of Vasconcelo’s thought, namely physical, professional, intellectual, ethical, and aesthetic education. Each educational level presupposes and complements the previous one, achieving a transcen-dental individual development while attending to the spiritual and material well-being of the community. Thus the value of Vasconcelos’s humanist ideology is shown. Vasconcelos conferred his humanism on the Ministry of Public Education while conveying his passion for the spiritual regeneration of Mexicans through the fight against «ignorance and misery, our true enemies» (Vasconcelos, 1920a, p. 52).
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La pedagogía de Emile Durkheim
(Universidad Panamericana, Escuela de Pedagogía, 2020-07-02)
Carmona Sánchez, Luis Alberto
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
The article seeks to expose the pedagogical approach contributed by the French David Emilie Durkheim (1958-1917), from the sociology of education, to make effective the project that the French Third Republic had to forge on the new society and the new social being that he intended. For this purpose, the conceptual foundations that shape the author’s sociological approach to pedagogy and education are examined, as well as its relationship with the unified theoretical-practical project of a new society and new social being, which is presented in four aspects. : I. The context: definition and the Third French Republic; II. The condition: pedagogy; III. The means: education; IV. The purpose of pedagogy: the society. The article provides a theoretical and interpretative review of Durkheim’s contribution to the field of sociology of education, highlighting the political connotation that his ideas contained in this field, and the methodological teaching considered current, which suggests the theoretical and practical development of pedagogy, first of all by understanding the social dynamics and the particular moral demands of each society rather than the nonconceptual and ahistorical importation of inflexible pedagogical models
39 296
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Las reformas constitucionales del artículo 3°: una relectura pedagógica a sus reformas educativas
(Universidad Panamericana, Escuela de Pedagogía, 2018-12-28)
Hernández Herrera, María Teresa
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Esparza, Gustavo
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Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
In this paper, we analyze the Constitutional Reforms (CR) of Article 3° (1934-2016), to evaluate whether the translation in Educational Reforms (RE) has translated the set of constitutional ideals. The method of work is as follows: with the construction of the concepts of Political Pedagogy and Curriculum (as a political instrument), in a second section, a critical reading of the different CR to Art. 3 is elaborated. Three results are reached: first, that Article 3 is the ideal and legal framework that the Mexican State must promote through the SRs and their curricular proposals. Second, the first RC (1934-1993) promoted a nation project through a Political Pedagogy. Third, the general structure of the last SR (2002-2016), by privileging the international character in the different curricular proposals, has neglected the criterion of national identity
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