Pedagogías emergentes en contextos cambiantes: pedagogías en red en la sociedad del conocimiento

Emerging pedagogies in changing contexts: Pedagogies in networked knowledge society

  • Binod Gurung
  • Amparo Clavijo Olarte Universidad Distrital

Resumen (es_ES)

La noción de pedagogías es un concepto multidimensional emergente construido a partir de la relación entre los componentes pedagógicos (como la tecnología, la pedagogía y el contenido) y los contextos pedagógicos cambiantes de la sociedad, la economía, la educación y la ciencia y tecnología para mencionar algunos. Desafortunadamente, para los marcos teóricos tradicionales existentes no es importante la relación entre los componentes y los contextos pedagógicos cambiantes. Las pedagogías tradicionales existentes se ven como estáticas y unidimensionales y se enfocan exclusivamente en los componentes o en los contextos. En este artículo, propongo repensar las pedagogías tradicionales existentes y enmarcarlas como pedagogías emergentes, con el fin de encontrar la naturaleza emergente y multidimensional de la pedagogía en los actuales contextos pedagógicos cambiantes que evolucionan dentro de redes en la sociedad del conocimiento, la economía del conocimiento, la democracia orientada en la diversidad y la alfabetización digital. Así, a través del reconocimiento de las fortalezas y debilidades de dos marcos pedagógicos esenciales –como son el conocimiento pedagógico y tecnológico del contenido (TPCK, por su sigla en inglés), y la educación multicultural (MCE, por su sigla en inglés)–, se plantea una discusión teórica sobre las pedagogías emergentes como concepto y como práctica. Igualmente, se hace una recomendación para futuras investigaciones y teorías relacionadas con las pedagogías emergentes.

Resumen (en_US)

The notion of pedagogies is a multi-dimensional and emergent construct built within the interplay(s) of pedagogical components (i.e., technology, pedagogy, and content) and changing pedagogical contexts of society, economy, education, and science and technology, to name a few. But the traditional/existing pedagogical frameworks fail to see the interplay between the components and the changing contexts of pedagogies. The traditional/existing pedagogies seem to be static and one-dimensional that either they exclusively focus in the components or in the contexts only. In this paper, I call for rethinking the traditional/existing pedagogies and framing them as “emerging pedagogies” so as to capture the emergent and multi-dimensional nature of pedagogy within the currently evolving pedagogical contexts of networked knowledge society, knowledge economy, diversity-oriented democracy, and digital literacies. Highlighting the strengths and weaknesses of two major pedagogical frameworks – i.e. “technological pedagogical content knowledge” (TPCK) and multicultural education (MCE), I offer a theoretical discussion for emerging pedagogies as a concept and as a practice. A recommendation is made for future research and theories pertaining to the emerging pedagogies.


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Cómo citar
Gurung, B., & Clavijo Olarte, A. (2015). Pedagogías emergentes en contextos cambiantes: pedagogías en red en la sociedad del conocimiento. Enunciación, 20(2), 271-286.
Publicado: 2015-07-01

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