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THEORY OF CONTEMPORARY EDUCATIONAL INSTITUTIONS - Coggle Diagram
THEORY OF CONTEMPORARY EDUCATIONAL INSTITUTIONS
Educational institutions: genesis and evolution
Social functions of educational institutions
Its existence responds to the need of every society to reproduce, transform, and legitimize certain knowledge, norms, values, and practices that guarantee the continuity of the social order.
Birth of the school as a modern institution
To train functional citizens for the new political order emerging with modern states, and on the other hand, to train disciplined and efficient workers for the demands of an increasingly technological economy.
Traditional schooling models
It was necessary to teach literacy to large populations in a short time and under limited material conditions. However, in contemporary societies, characterized by diversity, complexity, and the need for independent thought.
Education as a social and historical fact
Not an isolated phenomenon, nor merely an individual one, but rather a construction deeply rooted in the social, political, economic and cultural conditions of each era.
Ruptures and continuities in institutional history
The expansion of education as a universal right throughout the 20th century. While schooling was originally reserved for the social elite, it was eventually opened to the working class, women, indigenous communities, and people with disabilities.
Pedagogical models and their institutional expression
Traditional pedagogies vs. active pedagogies
Active pedagogies are based on a constructivist vision, in which learning is conceived as a personal and social construction that is carried out through experience, interaction and reflection.
Alternative and community education
Alternative education is born from the conviction that it is possible—and necessary—to build more humane educational spaces, especially for those sectors historically marginalized from access to quality education.
The new school and progressive currents
This movement responded to the limitations of the traditional teaching model, promoting a profound renewal of the principles, methods, and purposes of education. Inspired by advances in psychology, biology, sociology, and educational sciences,
Institutional educational projects
The institutional educational project (IEP) is a fundamental tool for building a school's own identity, conscious of and consistent with the social, cultural, and pedagogical context in which an educational institution operates.
Curriculum and school organization
This selection is never neutral; it responds to ideological, political, and economic decisions that privilege certain worldviews, certain values, and certain interests.
Contemporary theoretical approaches to education
Poststructuralist and cultural turn approaches
A fundamental contribution to educational theory is the problematization of the concept of truth. Foucault, for example, showed how the school acts as a technology of power that classifies, regulates, and normalizes subjects through discourses that present themselves as neutral and scientific.
Theories of reproduction and resistance
They were initially formulated by authors such as Pierre Bourdieu and Jean-Claude Passeron, who maintain that the educational system acts as a mechanism for legitimizing social inequalities.
Structuralist and functionalist perspectives
Educational functionalism defends the idea that school prepares individuals to occupy roles within the division of labor and contributes to social mobility based on merit.
Emerging paradigms in educational theory
That learning cannot be separated from the contexts in which it occurs, nor can it be reduced to the acquisition of decontextualized knowledge.
Critical theory and sociology of education
Critical theory applied to education emerges as a school of thought deeply linked to the analysis of the conditions of domination, oppression, and reproduction of the social system through school institutions.
Sociopolitical context and institutional transformations
Educational justice and social equity
These are fundamental principles that guide the ethical and political aspirations of democratic educational systems.
These principles require ensuring that all students, regardless of their social, cultural, ethnic, gender, or territorial origin, can fully develop their capabilities.
New forms of educational governance
They respond to a process of transformation in the way the education system is organized, managed, and directed, particularly state decentralization and the growing participation of non-governmental actors in the design of public policies.
Educational institutions in the face of contemporary crises
These crises are not only pedagogical or administrative, but encompass economic, political, health, cultural, and technological dimensions.
Globalization and its effects on education
In this context, education has been subjected to new pressures, demands, and opportunities, which have reconfigured its social role, its educational purposes, and its connection to productive, technological, and cultural processes on a global scale.
Globalization in education is the growing standardization of pedagogical models, curricula, and assessment methods. International organizations such as the OECD, the World Bank, and UNESCO