Please use this identifier to cite or link to this item: http://dspace.ups.edu.ec/handle/123456789/13746
Title: Educación permanente y continua en una perspectiva de integridad del ser
Authors: Feijó de Andrade, Izabel Cristina
Patrício de Arruda, Marina
Keywords: EDUCACIÓN PERMANENTE;
LIFELONG EDUCATION
EDUCACIÓN CONTINUA; CONTINUED EDUCATION
EDUCACIÓN PARA LA INTEGRIDAD; EDUCATION FOR ENTIRETY
FORMACIÓN DE PROFESORES; TEACHER FORMATION
Issue Date: Jul-2014
Abstract: Este artículo buscó discutir las articulaciones y distinciones entre los conceptos de educación permanente y educación continua de modo que favorezca la perspectiva de integridad del ser, vínculo que requiere saberes hasta entonces poco privilegiados en las Universidades y que demandan el rescate de dimensiones basadas en la experiencia, la didáctica y la existencia del educador, tanto individual, comportamental, cultural, social y espiritual. Consideramos que las nociones de educación permanente y educación continua poseen elementos entrelazables que nos permiten desarrollar la capacidad de reaccionar críticamente por medio de una relación autoformativa. Las revisiones teóricas implementadas permitieron algunas consideraciones sobre los procesos formativos actuales y las prácticas de profesores rumbo a una Educación para la Integridad. Concluimos provisoriamente que las aproximaciones y distinciones entre EP y EC pueden proporcionar a los profesores la toma de conciencia de su vinculación todo/parte y del sentido de la vida. // This paper proposed to discuss articulation and distinction between the concepts of lifelong education and continued education in order to promote the perspective of entirety of human being, an approach that requires knowledges that, until now, are underprivileged in universities and that demands the rescue of dimensions that support the experience, the didactic and the existentiality of the educator in their individual, behavioral, cultural, social and spiritual dimensions. We believe that the lifelong education and continued education have elements that are related each other and that allow to develop the ability to act critically through an autoformation relationship. The made theoretical revisions indicated some considerations about current formative processes and practices of the teachers towards education for entirety. We conclude provisionally that the approaches and differences between lifelong education and continued education could promote for teachers the awareness of their “entire/part” linkage and the meaning of life.
URI: http://dspace.ups.edu.ec/handle/123456789/13746
Appears in Collections:Volumen 9 (2014) Nº2

Files in This Item:
File Description SizeFormat 
Alt_v9n2_Feijo_Patricio.pdf302.69 kBAdobe PDFView/Open


This item is licensed under a Creative Commons License Creative Commons