Didactic Typology in Latin America: from conflict to integration
Based on bibliographical and exploratory-descriptive research, this article aims to identify, describe, and expand a Didactic typology in Latin America. Along the way, we recognize the contributions from different perspectives in the field in order to outline confrontations to the neoliberal onslaug...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação (Santa Maria. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/90109 |
| Acceso en línea: | https://periodicos.ufsm.br/reveducacao/article/view/90109 |
| Access Level: | acceso abierto |
| Palabra clave: | América Latina Neoliberalismo Didática Latin America Neoliberalism Didactic Didáctica |
| Sumario: | Based on bibliographical and exploratory-descriptive research, this article aims to identify, describe, and expand a Didactic typology in Latin America. Along the way, we recognize the contributions from different perspectives in the field in order to outline confrontations to the neoliberal onslaught, which permeates Latin American education and pressures with an excessive search for educational standardization and the commercialization of educational processes. The research focuses on taking a historical look back at Didactics, while dedicating itself more diligently to identifying and analyzing different perspectives in the area that are more current and situated in the Latin American context. As a result of the research, we can mention that this article expands the work of Selma Garrido Pimenta (2019) and that of Adrián Baeza and Marcela Gaete (2022), and brings together a Didactic typology in Latin America. Given the limitations of the study, the research is organized as an invitation for researchers in the field to continue exploring the theme in order to gather concepts about Didactics in different Latin American countries, providing, therefore, greater possibilities for articulation, dialogue, and strengthening of education in this territory. |
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