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Critiques the reductionist view of education that limits it to cognitive

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Critiques the reductionist view of education that limits it to cognitive

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Influenced by Enlightenment thinkers like Kant and intensified by the industrial revolution, education became narrowly focused on training for work. This led to curricula that prioritize teaching and learning processes tied to job preparation, neglecting other vital human dimensions such as emotional, social, and ethical development. The text emphasizes that education is a lifelong, integral process involving both internal personal growth and external formative support—not just a phase tied to school or employment.

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According to Colombian law—specifically Law 1064 of 2006—technical education is aligned with "Education for Work and Human Development," granting labor competency certifications. Additionally, Law 30 of 1992 supports the development of professional technical programs within higher education. Legally, four types of institutions can offer these programs: IETDHs (Institutions for Work and Human Development), Technical Professional Institutions, University Institutions or Technological Schools, and Universities.

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Explores critical reading as a key component of democratic engagement and citizenship.

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Explores critical reading as a key component of democratic engagement and citizenship.

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According to Cassany (2006), democratic societies rely on citizens' abilities to read, understand, and reflect critically. Freire (1990) views critical reading as a formative process that generates discursive thinking, enabling readers to judge and problematize ideas through contextual interpretation. Both perspectives agree that critical reading and thinking involve rational analysis, interpretation, and questioning of texts, ideas, and real-world phenomena. Chartier and Madero (2013) also highlight two historical traditions of reading and writing—one emphasizing practice and competence as essential cultural tools.

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Three academic curricula, focusing on “loci”—text segments that mention teamwork or related professional skills.

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Three academic curricula, focusing on “loci”—text segments that mention teamwork or related professional skills.

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he most frequent mentions appear in the professional profile and the degree scope. A professional profile outlines the certified competencies that qualify graduates for specific fields, while the degree scope lists the professional tasks they are trained to perform. In all three analyzed institutions (UNVIME, UNAHUR, and UNAJ), teamwork is framed as a core professional competency, typically described as a "complex skill" necessary in specific work contexts. These competencies often reflect expected actions, problem-solving strategies, ethical considerations, and professional behavior, assuming continuous development as graduates gain real-world experience.

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Teamwork as a complex professional competency that goes beyond theoretical knowledge.

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Teamwork as a complex professional competency that goes beyond theoretical knowledge.

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Being part of a team requires a combination of skills, knowledge, and attitudes that cannot be developed through reading alone. Traditionally, university education relied heavily on lectures and theoretical instruction. However, research in sociology, psychology, and pedagogy shows that professional expertise is not merely the application of academic knowledge. Instead, professional competence—such as effective teamwork—involves practical, situational problem-solving, reflection, and adaptability. It is a “know-how” that integrates both experience and learning, and must be actively cultivated in higher education settings.

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In the Kinesiology and Physical Therapy study plans analyzed, teamwork is included as part of the professional profile and course content. However, it is treated as a generic competency, and the curricula are not truly competency-based. Instead, they follow a traditional structure of isolated subjects organized under technical rationality. This fragmented design limits interdisciplinary integration and the systemic thinking needed for real teamwork.

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This section highlights the didactic demands of competency-based education. Developing competencies effectively requires dynamic, student-centered teaching strategies. One key method involves using real-life problems to spark interest and guide learning, allowing students to apply knowledge, skills, and values in authentic contexts. Clear and achievable learning objectives are essential, focusing on what students should be able to do by the end of a lesson. Evaluation must be meaningful, aligned with these objectives, and reflect the quality of learning through realistic application scenarios. Assessment should be valid, reliable, transparent, and fair—supporting both learning and decision-making in the classroom.

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Citizenship education as a multifaceted approach rooted in ethics, communication, and social coexistence.

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Citizenship education as a multifaceted approach rooted in ethics, communication, and social coexistence.

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Based on the ideas of Echavarría and Vasco (2009), and influenced by the Frankfurt School, this model emphasizes critical thinking, argumentation, and reflection on power, ideology, and human freedom. According to Giroux (2006), education should aim to eliminate conditions of oppression and marginalization—racial, class-based, and gendered—by promoting public discourse and independent thought. Language and argumentation are central tools in this process, both within the classroom and across broader sociocultural contexts, enabling individuals to engage meaningfully in democratic life.

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Pedagogical projects as tools for promoting citizenship in schools.

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Pedagogical projects as tools for promoting citizenship in schools.

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While legal frameworks in Colombia emphasize the full development of the individual—physically, intellectually, morally, and socially—the gap between policy and classroom reality remains significant. Teachers often debate whether these ideals are truly achievable given current conditions. The constitutionally guaranteed right to personal development is difficult to realize when schools struggle to offer meaningful educational experiences. True citizenship education requires not just curriculum goals, but also real opportunities for students to engage critically, think independently, and participate actively in democratic life.

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Conducted at the University of Antioquia, it examines how internationalization policies contribute to developing intercultural competencies within the context of globalization. The study aims to spark discussion on how these policies align with educational goals and shape students’ global readiness.