Resumen

FIGUEROA ESCUDERO, Elveri  y  GARCIA MARTINEZ, Verónica. Adoption of the competence-based educative model, from the Campus category of Bourdieu. Rev. Actual. Investig. Educ [online]. 2017, vol.17, n.2, pp.90-111. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v17i1.28100.

This paper reports the experience of the Universidad Popular de La Chontalpa, in Tabasco, Mexico, in which there was designed and implemented the Competency Based Learning (CBL) in 11 of their professional training programs since 2010. This was a qualitative and exploratory research and the methodology consisted of individual interviews to 11 professors who participated in the process of redesigning the syllabus, from a qualitative approach. The objective is to offer a sociological explanation from a Bourdieu’s Campus standpoint that will enable people to appreciate the different levels of complexity of adopting this kind of models in an institution. The use of the concept in the phenomenon analysis allows us to elucidate the constructions made by the agents involved in the system representing their own campus from a critical view of the comprehensive sociology. The results demonstrate that the adoption of new educational models have different socialization features, which to a certain extent have an impact in two areas: the institutional governance and the development of the substantive functions of educational organizations. The political, economic, and social impact of the transnational and national agencies determines to a certain degree the reproduction of the model among agents involved in the campus. However, the imposition of a model generate disparity at the interior of the campus due to the lack of clear guidelines for its adoption.

Palabras clave : educative model; competence; curricular design; higher education; Mexico..

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