The Transversality concept and its contribution to education
This paper deals with the concept of transversality. In it, the complex nature of its meaning is analyzed and its importance is defined in relation to the way in which the unitary thought of the disciplines has transformed, but also the way it serves to think and resize the curriculum, and a diversi...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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IRICE (CONICET-UNR)
2022
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| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1282 |
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I15-R240-article-12822022-05-02T15:04:09Z The Transversality concept and its contribution to education El concepto de Transversalidad y su contribución a la educación Correa Mosquera, Deicy Guzmán Ibarra, Isabel Marín Uribe, Rigoberto transversalidad transdisciplinariedad currículo formación modelo de formación transversality transdisciplinarity curriculum training model This paper deals with the concept of transversality. In it, the complex nature of its meaning is analyzed and its importance is defined in relation to the way in which the unitary thought of the disciplines has transformed, but also the way it serves to think and resize the curriculum, and a diversity of problems of humanity. It also examines its educational purposes, and the role it plays in the construction of new training models.The article is divided into four sections. The first section raises aspects related to the origin of the concept. In this sense, the intellectual production that constitutes the conceptual infrastructure of transversality is examined. The second section describes the sources, bases, orientations or approaches that have made it possible to develop the conceptualization of mainstreaming. The third section discusses the construction of the concept that integrates the bases and orientations elaborated from different sources. Finally, the conclusions are drawn, which show the importance of making transversality the founding principle of training models. This proposal is crucial to guide research that favors a new training culture and a new vision of learning as a source of all individual or collective social purpose. The articulation between transversality and the training model is crucial to reconceptualize not only the curriculum as a means of training. Este artículo trata del concepto de transversalidad. En él se analiza el carácter complejo de su significado y se define su importancia en relación con la manera en la que ha transformado el pensamiento unitario de las disciplinas, pero también, la forma como sirve para pensar y redimensionar el currículo y una diversidad de problemas de la humanidad. Además, se examina sus fines educativos y el papel que juega en la construcción de nuevos modelos de formación. El artículo está dividido en cuatro secciones. La primera sección plantea aspectos relacionados con la procedencia del concepto; en este sentido se examina la producción intelectual que constituye la infraestructura conceptual de la transversalidad. En la segunda sección se describen las fuentes, bases, orientaciones o enfoques que han permitido elaborar la conceptualización de la transversalidad. La tercera sección discute la construcción del concepto que integra las bases y orientaciones elaboradas a partir de diferentes fuentes. Finalmente, se presentan las conclusiones, en las cuales se muestra la importancia de hacer de la transversalidad el principio fundante de modelos formativos. Esta propuesta es crucial para orientar investigaciones que favorezcan una nueva cultura formativa y una nueva visión del aprendizaje como fuente de todo propósito social individual o colectivo. La articulación entre transversalidad y modelo formativo es crucial para reconceptualizar no solo el currículo como medio de formación. IRICE (CONICET-UNR) 2022-03-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1282 10.35305/revistairice.vi40.1282 Revista IRICE; Núm. 40 (2021); 335-356 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1282/2208 Derechos de autor 2021 Deicy correa mosquera, Isabel Guzmán Ibarra, Rigoberto Marín Uribe https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-240 |
| container_title_str |
Revista IRICE (CONICET) |
| language |
Español |
| format |
Artículo revista |
| topic |
transversalidad transdisciplinariedad currículo formación modelo de formación transversality transdisciplinarity curriculum training model |
| spellingShingle |
transversalidad transdisciplinariedad currículo formación modelo de formación transversality transdisciplinarity curriculum training model Correa Mosquera, Deicy Guzmán Ibarra, Isabel Marín Uribe, Rigoberto The Transversality concept and its contribution to education |
| topic_facet |
transversalidad transdisciplinariedad currículo formación modelo de formación transversality transdisciplinarity curriculum training model |
| author |
Correa Mosquera, Deicy Guzmán Ibarra, Isabel Marín Uribe, Rigoberto |
| author_facet |
Correa Mosquera, Deicy Guzmán Ibarra, Isabel Marín Uribe, Rigoberto |
| author_sort |
Correa Mosquera, Deicy |
| title |
The Transversality concept and its contribution to education |
| title_short |
The Transversality concept and its contribution to education |
| title_full |
The Transversality concept and its contribution to education |
| title_fullStr |
The Transversality concept and its contribution to education |
| title_full_unstemmed |
The Transversality concept and its contribution to education |
| title_sort |
transversality concept and its contribution to education |
| description |
This paper deals with the concept of transversality. In it, the complex nature of its meaning is analyzed and its importance is defined in relation to the way in which the unitary thought of the disciplines has transformed, but also the way it serves to think and resize the curriculum, and a diversity of problems of humanity. It also examines its educational purposes, and the role it plays in the construction of new training models.The article is divided into four sections. The first section raises aspects related to the origin of the concept. In this sense, the intellectual production that constitutes the conceptual infrastructure of transversality is examined. The second section describes the sources, bases, orientations or approaches that have made it possible to develop the conceptualization of mainstreaming. The third section discusses the construction of the concept that integrates the bases and orientations elaborated from different sources. Finally, the conclusions are drawn, which show the importance of making transversality the founding principle of training models. This proposal is crucial to guide research that favors a new training culture and a new vision of learning as a source of all individual or collective social purpose. The articulation between transversality and the training model is crucial to reconceptualize not only the curriculum as a means of training. |
| publisher |
IRICE (CONICET-UNR) |
| publishDate |
2022 |
| url |
https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1282 |
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