Citizen competence and its positive influence on the learning context?

摘要

IntroductionStatement of the problem/subject under studyThe social, economic, political and cultural issues that have been brewing worldwide affect the individual. One of these problems that the person must face are the tensions that make coexistence and social organization difficult, which has produced little sense of belonging and collective identity and a growing decrease in participation towards civic life. For this reason, society demands changes and expresses that it seeks to live a humanistic philosophy that evokes principles of social justice, respect, peace, honesty, service and solidarity.~(2) This situation is not alien to educational establishments since these are not isolated or separated from the fabric and social violence. In addition, by their nature they are complex institutions where diversity of people converges with heterogeneity of culture, reproducing actions similar to those that occur in society, which show the deterioration of interpersonal and social relationships, manifested in physical and verbal aggressions and harassment school.~(3) All this requires that educational institutions implement a new vision of education; being necessary and priority Going beyond the traditional paradigm of university education that is based on the teacher, based on the content, seeks the accumulation of knowledge and its success is subject to the quantity and type of knowledge developed in its context;~(4) For a new paradigm focused on the student, in this sense the student plays a more important role in the direction of their own learning, including reflection on him and him , it is self-directed, supported by authentic tasks in small teams and desire to learn~(5) which in turn leads to the responsibility of carrying out educational actions focused on the communities and their needs, which is possible if the individual is trained to exercise citizenship.In this area, education for citizenship must form integral, active sponsors that can coexist with tolerance within a framework where democratic principles prevail~(6) and train them to deal with, influence and participate in such changes as right subjugation. For this reason, spaces that allow participation and decision - making on real issues should be promoted and constructed (MEN, 2004: 10)~(7) from the classroom to the institutional instances of the University. There is no doubt that civic education depends on the teaching staff and the learning context to promote it; with respect to the first ones, they interpret curricular reforms and specify them in the classroom;~(8) the seconds; they are spaces where knowledge is shared product of the cultural legacy, you learn to live the democratic principles, you acquire and practice values, you develop skills and abilities that help you to develop in the different sphere in society (political, social, labor, other), in order to transform their social environment. Our objective is to analyze the effect of citizen competencies on the learning context, starting from the importance of these, as spaces that enable not only learning; but also, as a scenario that positively influences the development of more harmonious relationships between educational agents and, therefore, in coexistence and in communication itself.Background and theoretical foundationThe university is conceived as a learning context where you learn the knowledge necessary to exercise your social status and your role as a citizen; this last one is a challenge for the universities since it must build spaces of coexistence and of learning where the values ??such as dignity, justice and freedom, are present in a habitual, daily and natural way, through situations where each one of their members assume the role that corresponds to them; in order to consolidate personal, community, active and democratic lifestyles.~(9) To respond to this challenge, universities must assume the new educational paradigm since it emphasizes student-centered learning, recognizing it as an autonomous and critical being, training it to acquire skills, attitudes, values ??and competencies that contribute to its formation personal, social and collective. Involving the student to assume its role as agonist protagonist of the educational process and of the teacher, commitment in the teaching process, as mediator and articulator of good contexts and experiences of rich and constructive learning;~(10) In addition, the latter must use different active pedagogical practices, in order to achieve significant and relevant changes in their students and, therefore, changes in the teaching process that has been promoted in higher education institutions. In this sense, the context of learning centered on the student, gives the student the possibility to develop citizenship competencies. In this context, the student must be autonomous, participatory, problematize knowledge, extrapolate it to new situations in accordance with the demands and requirements of the disciplines, and reflec