De los modelos tradicionales hacia una pedagogía dialogante
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Abstract
El presente ensayo constituye un recorrido a través de la evolución de los modelos pedagógicos, desde los
tradicionales o heteroestructurantes hasta el paradigma de la pedagogía dialogante, con el propósito analizar
los elementos esenciales de dichos modelos pedagógicos en la Reforma Curricular de septiembre del
2016, promovida por el Ministerio de Educación en el Ecuador, la cual orienta el quehacer educativo hacia
un perfil de salida del Bachiller ecuatoriano, “Justo, Innovador y Solidario” (JIS). En ese sentido, varios
fueron los pasos que orientaron el desarrollo del presente trabajo académico, el cual inició con la determinación
de un marco referencial relacionado con los modelos pedagógicos, posteriormente la realización de
un estudio comparativo de dichos modelos, sus componentes principales y recomendaciones en la puesta
en práctica de la Reforma Curricular; finalmente, se presentan varias conclusiones
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