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1. Concern with popular culture, students’ socio-historical knowing, and their local context, without disregarding the global context.
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2. It proposes its own programmatic content.
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3. Implemented by students based on research (experiments made by students).
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4. It proposes existential situations concerning content research that students will reframe.
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Methodology |
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5. It encourages reflective analysis by proposing the conceptual construction and reframing information, data, arguments, and ideas.
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6. It encourages and values curiosity, problematization, questioning, doubt, and uncertainty.
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7. Doubt and error are integral parts of the learning process and can propel thinking.
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8. Knowledge is interdisciplinary and relational, attributing meanings of its own to contents, depending on social and academic objectives.
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Course content |
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9. It focuses on knowledge from the historical location of its production and perceives it as provisional and relative.
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10. Individual constitutes themselves and becomes an individual as far as he reflects on knowledge and commits himself to it, becoming aware of his historicity.
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11. There are no standard models for answers, but as many answers as there are problematizations, and it is possible to find different answers for the same problematization.
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12. Construction of knowledge is linked to the process of political awareness.
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13. Process of political awareness is always unfinished, continuous, and progressive.
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Knowledge in itself |
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14. Interactionist approach, with an emphasis on the individual as a maker and creator of knowledge.
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15. Concrete individual: placed in a historical context, they are a being of praxis (action and reflection on — in and with — the world, to transform it).
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16. The individual is an open system in successive reframings, never completely reached.
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Agents of the learning process |
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17. Horizontal and non-imposed professor-student relationship.
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18. Professor-student relationship values socio-intellectual skills as much as content. This perspective requires students and professors to address the problems of social practice, taking into account the perspectives of the future and the challenges of thinking, with commitment, about the demands of the new, the not-given.
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19. Professor has the role of demystifying and questioning the dominant culture with the student, valuing their language and culture, and creating conditions for each one to analyze the contents and produce culture.
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20. Student has an active role, responsible for constructing the learning processes.
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Professor-student relationship |
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21. Teaching-learning relationship overcomes the oppressive relationship; through a problematizing education based on dialogicity, surpassing the subject-object dichotomy.
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22. It encourages the students’ own experiences to structure themselves and act through meaningful learning.
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23. It prioritizes the individuals’ activities, considering them as placed in a local/global context.
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24. It understands research as a teaching instrument and extension as a starting point and arrival point for the apprehension of reality.
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Teaching-learning relationship |
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25. Collaborative and integrated vision through the educational process.
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26. Culture in systematic and relational acquisition in meaningful human experience (which makes sense to the individual).
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27. The participation of persons as agents in society, culture, and history, is done to the extent of their awareness, which implies demythologization, that is, demystifying reality.
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A vision of society-culture to be elicited during the process |
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28. Education has a broad character, one not restricted to the University space.
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29. University as a place where personal growth of the process agents is possible.
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30. University as an institution that exists in a given society’s historical context.
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31. A participatory, decentralized, democratic University where decisions are shared and open to new knowledge, possibilities, and relationships with the community.
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32. The University enables students to be autonomous and offers conditions for them to develop themselves in their becoming process.
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A vision of the University that the process makes it possible to think about |
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33. It must be preceded by a reflection on the individual and an analysis of the individual’s way of life.
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34. It takes place as a process in a context that must be considered.
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35. Process of socialization and democratization of relationships.
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36. Stimulating a new understanding of reality.
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37. It comes from the paradigm of interpretive, qualitative, subjective research with explicit values based on reality.
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38. Holistic and contextualized.
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A vision of education that the process makes it possible to think about |
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39. World is in interaction with the individual.
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40. The world is subject to transformation by the individual, transforms the individual, and is again contextualized procedurally and continuously.
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A worldview that the process makes it possible to think about |
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41. Procedural and continuous qualitative assessment and/or self-assessment, in which processes are more relevant than products.
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42. Assessment is the ongoing educational practice of the members in the learning processes.
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Assessment process |