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Research Group Alfa

Minciencias Category: A

Institutionalization date: 1998

Knowledge area: Education

Academic programs to which it responds or supports:
Doctorate in Education / Doctorado en Pedagogía / Master's Degree in Education / Master's Degree in Memory and Transitional Scenarios / Master's Degree in Pedagogy


Education and Democracy Line

The field of knowledge Education and Democracy has as its purpose the problematization around the understanding of democracy, its promises, crises and disenchantments; democracy understood as more than a form of government, as a construction from the politics of friendship, human coexistence and citizenship; contemporary understandings of ethical-politics, the politics of civilization and humanity; democracy as a lifestyle that is expressed in intersubjective practices; the recognition of cultural diversity; human rights, peace. Likewise, the relationship between education and democracy as a possibility and as a process; the cultural frameworks of education and democracy; self-care, otherness; education linked to the school as the main educator; education as a continuous process of humanization responsible for training for democracy and peace.

Education and Development Line 

Education and development integrate issues related to culture and the way in which people generate learning processes through relationships with the environments that mean or influence them in their constitution as subjects. The relationship between brain and culture considers socio-cognitive factors of learning that involve: belief systems, symbolic domains and aspects related to social, political and economic experience, among others. In this sense, the Line of Education and Development directs the research from the relationships between: education, development, learning and innovation, as central axes of the constitution of development processes of individuals and human groups; since it is estimated that in these categorical relationships lies much of the possibilities of human and socio-cultural development, with which to redesign new learning competencies, make use of it in differentiated contexts and dimension the horizons of pedagogical and curricular action in the educational management of coexistence, reconciliation and peace. 

Education, Pedagogy and Curriculum Line 

In this line, the emergence of gnoseological interests that bring together crucial problems in the relations between education, society and culture are investigated, re-signified and encouraged, such as: the historical reconstruction of the meaning of pedagogy and curriculum, within a renewed view of education; the apprehension, comprehension, teaching, recognition and valuation within educational, social and cultural spaces; the emergence of new ethical and political coordinates of education; the relationships between education, development and pedagogy; the planetary agenciamientos of educational discourses and practices and the planetary and global possibilities of education for human development; and, the policies and possibilities of educational reform. The professional development of teachers, inclusion, disability and diversity, educommunication and critical pedagogies, educational experience and otherness are categories of action of the line.

Line of Education and Subjectivity 

Deployed from the relational circuit: subjectivities-humanisms-educations. It interrogates educational experience, coexistence and technoscience in assemblies with the configuration of subjectivities capable of realizing diversity, processing difference and unfolding relations between cultures. It roots problematizations in the perspective of relations between history-historization-historicity. It understands that the problems of knowledge cross and are crossed by subjects in corporeity, inhabitants of territories in specific times/spaces. It inquires: Does open-critical-complex rationality make possible the generation of knowledge on Education-Subjectivity; Do formative practices generate transformations in subjectivities; Do globalization, ICT and AI condition contemporary education; Does the concept of integral formation have a heuristic value in contemporary education; Does the concept of integral formation in contemporary education have a heuristic value? Is there a relationship between the biographical transitions of teachers, students and educational outcomes; Are the experiences of the subjects involved in life learning; Are the emerging subjectivities linked to technologies associated with the society-education-culture relationship? 

Education/ Complex Thought/ Emerging Humanisms Line 

To investigate the triad education / complex thinking / emerging humanisms implies assuming education as an inter-problematic issue, which in the framework of social and human sciences is conceived as a social science that transforms society, which involves new ways of thinking, acting, imagining, creating, to provoke and summon other conceptions of education, the need to educate human beings as a vital human experience, the emergence of knowledge (Sotolongo and Delgado, 2006); recognize themselves in the sciences of a new order, the emergent knowledge and in the life sciences (Maturana, Varela and Capra, 2004). The relevance of scientific knowledge is also given by the challenge of an intelligent construction of new local and global scenarios, pertinent and contextualized, to favor territorial autonomy, privileging the region as a geopolitical and strategic community.

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