Investigación educativa en América Latina formación docente, colonialidad y enfoques innovadores
Barra lateral del artículo
Contenido principal del artículo
Resumen
Contemporary educational research recognizes that teacher education, school leadership, and peda gogical practice are shaped by historical, curricular, institutional, and sociocultural factors, particularly in the Latin American context. This article presents a state-of-the-art review that examines structural and epistemological challenges in education, focus ing on initial teacher training, educational coloniality, rural school leadership, and emerging pedagogical innovations. The reviewed studies reveal fragmented curricular organization in undergraduate programs, characterized by unequal distribution of pedagogi cal knowledge and the absence of a shared core curriculum, limiting equity and coherence in teacher formation.
Detalles del artículo
Sección
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Cómo citar
Referencias
Barón-Velandia, B., & Martínez-Luengas, M. (2024). Formative issues in research education: a reflexive view towards a narrative. Revista
3i Ingeniería, Innovación, Investigación, 3(1), 111–125. https://doi.org/10.70448/revista3i.v3i1.171
Luz Moura, D., & Silva de Souza Ribeiro, M. (2025). The curricular organization of bachelor's degrees: a study on the distribution of
didactic-pedagogical content in federal universities. Praxis Pedagógica, 25(39), 57–78.
https://doi.org/10.26620/uniminuto.praxis.25.39.2025.57-78
Vargas-Garzon, Y. (2024). Colonial heritage in Colombia's educational policy: foundations for development. Praxis Pedagógica,
25(39), 79-108. https://doi.org/10.26620/uniminuto.praxis.25.39.2025.79-108
Morales Soto, J. A., Nangullasmú Sánchez, L. A., & Arias Gómez, J. (2025). The role of school administrators in rural schools. A view
from the state of Chiapas. Praxis Pedagógica, 25(39), 109-127. https://doi.org/10.26620/uniminuto.praxis.25.39.2025.109-127
Fajardo, J. (2025). Teacher testing. Narratives from the teaching self. Praxis Pedagógica, 25(39), 8-32. https://doi.org/10.26620/uniminuto.
praxis.25.39.2025.8-32
García Moriyón, F. (2025). Global Competence in PISA and the Search for Truth. Praxis Pedagógica, 25(39), 128-143. https://doi.
org/10.26620/uniminuto.praxis.25.39.2025.128-143
Londoño González, D. J. (2025). Pedagogical strategies based on neuroscience: A literature review. Praxis Pedagógica, 25(39), 33
56. https://doi.org/10.26620/uniminuto.praxis.25.39.2025.33-56