| Revista: | Campos en ciencias sociales |
| Base de datos: | CLASE |
| Número de sistema: | 000516497 |
| ISSN: | 2500-6681 |
| Autores: | Castro Romero, Jair Hernando1 Sanabria Ospina, Edwin Alexander2 |
| Instituciones: | 1Universidade Federal de Sao Carlos, Sao Carlos, Sao Paulo. Brasil 2Universidade Federal da Integracao Latino-Americana, Foz do Iguacu, Parana. Brasil |
| Año: | 2020 |
| Periodo: | Ene-Jun |
| Volumen: | 8 |
| Número: | 1 |
| Paginación: | 163-182 |
| País: | Colombia |
| Idioma: | Español |
| Tipo de documento: | Artículo |
| Enfoque: | Analítico, descriptivo |
| Resumen en español | En este sentido, el Estado colombiano se encuentra en una etapa diferencial de su historia y los programas académicos no se han transformado para converger en esas nuevas realidades. Debe orientarse la promoción de profesionales que promuevan la paz como una política transversal que se integre a la enseñanza de las ciencias biológicas en la realidad sociopolítica del país y también debe incluirse en la oferta de nuevos programas de posgrado |
| Resumen en inglés | Societies are characterized by collective knowledge building, its maintenance, and its territorial control. Colombian society is accompanied by great biodiversity, represented in more than 80 ecosystem types, which represent about 10% of the world’s biological diversity. It is also threatened by the extractivist economic model and socio-environmental conflicts at the local and national levels. Colombia had an armed war for more than 50 years, causing human, cultural, and environmental losses. Juan Manuel Santos’ government (2010-2018) and the Farc signed a peace agreement that touches tangentially on socio-environmental problems. In this context, it is necessary to foster sustainability among the citizens, so that they relate peacefully to its territory, its resources, and production modes. This paper addresses three lines of inquiry: i) What are the educational guidelines of the biological sciences curricula? ii) What professions partake of the environmental debate in Colombia? iii) Are there topics discussed in the classroom relevant to current reality and contribute critically to the post-conflict? To answer this questions, we carried out a search of the curricula reported in the National System of Higher Education Institutions (snies) and obtained 250 curricula. These curricula have extensive training at the disciplinary level, but lack the disciplines that foster collective, interdisciplinary, and critical construction. In conclusion, the Colombian State is at a differential stage in its history and academic programs have not been transformed to converge with these new realities. Such programs should be geared toward the promotion of professionals who foster peace as a transversal policy that integrates the teaching of biological sciences into the socio-political reality of the country, and they should also be included in the offer of new postgraduate programs |
| Disciplinas: | Educación, Sociología |
| Palabras clave: | Sociología de la educación, Educación superior, Educación de posgrado, Cambio social, Problemas sociales, Educación ambiental, Biodiversidad, Ciencias biológicas, Construcción De Paz, Gestión ambiental, Programas educativos, Posconflicto, Colombia |
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