<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322023000100156</article-id>
<article-id pub-id-type="doi">10.22458/ie.v25i38.4540</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Una visión del paradigma de la educación en la dualida de la gestión de la educación como parte del proceso educativo]]></article-title>
<article-title xml:lang="en"><![CDATA[A vision of the paradigm of education in the duality of educational management as part of the educational process]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uma visão do paradigma da educação na dualidade da gestão educacional como parte do processo educacional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez González]]></surname>
<given-names><![CDATA[Kenneth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<numero>38</numero>
<fpage>156</fpage>
<lpage>168</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322023000100156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322023000100156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322023000100156&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En el siguiente ensayo se presenta una visión del paradigma de la educación en un proceso evolutivo de cambio, en donde desde los espacios de análisis socioeducativos se desarrolla una reflexión de cómo desde tiempos pasados se siguen líneas de pensamiento que se transforman en el sistema por corrientes tecnológicas y de información, junto a una visión diferente de nuevas estructuras educativas y administrativas. En donde la gestión administrativa en esta evolución parte de los principios racionales de la gerencia, para ir pasando desde los albores de la expansión educativa, hasta los hechos didácticos en esta expansión, junto a las corrientes de pensamiento. Entre la dualidad del cambio, se determina cómo el cambio de paradigma es difícil de erradicar y pervive en la educación que sigue siendo de producción, por ello se mantiene una &#8220;modernización&#8221; que construye moldes ideales desde los cuales nos medimos, comparamos y se establece el deber ser; mientras el sistema escolar legitima que culpar al docente por las crisis educativas es negar que ellos mismos (el sistema) están alienados en su trabajo. Un proceso de gestión educativa exitoso se debe de visualizar con profundidad, en función no solo de los intereses economistas, sino también del individuo y del desarrollo personal del mismo en procura de personas exitosas en todos los ámbitos personales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The following essay presents a vision of the paradigm of education in an evolutionary process of chan- ge, where from the spaces of socio-educational analysis a reflection is developed on how from past times lines of thought are followed and transformed in the system by technological and information currents, together with a different vision of new educational and administrative structures. Where the administrative management in this evolution starts from the rational principles of management, to go from the dawn of educational expansion, to the didactic facts in this expansion, along with the currents of thought. Among the duality of the changes, it is determined how the change of paradigm is difficult to eradicate and survives in education, which continues to be of production, thus maintaining a &#8220;modernization&#8221; that builds ideal molds from which we measure ourselves, compare ourselves and establish what should be; while the school system legitimizes that blaming the teacher for the educational crises is to deny that they themselves (the system) are alienated in their work. A successful educational management process must be visualized in depth, based not only on the interests of economists, but also on the individual and his or her personal development in the pursuit of successful people in all personal spheres.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este ensaio apresenta uma visão do paradigma da educação num processo evolutivo de mudança, onde a partir dos espaços de análise socioeducativa se desenvolve uma reflexão sobre como a partir de épocas passadas se seguem linhas de pensamento que se transformam no sistema por correntes tecnológicas e de informação, juntamente com uma visão diferente das novas estruturas educativas e administrativas. Nesta evolução, a gestão administrativa parte dos princípios racionais da gestão, e passa do início da expansão educacional para os factos didáticos desta expansão, juntamente com as correntes de pensamento. Entre a dualidade das mudanças, é determinado como a mudança de paradigma é difícil de erradicar e sobrevive na educação, que continua a ser de produção, por esta razão mantém-se uma &#8220;modernização&#8221; que constrói moldes ideais a partir dos quais nos medimos, nos comparamos e estabelecemos o que deve ser; enquanto o sistema escolar legitima que culpar o professor pelas crises educativas é negar que ele próprio (o sistema) esteja alienado no seu traba- lho. Um processo de gestão educacional bem-sucedido deve ser visto em profundidade, não só em termos de interesses económicos, mas também em termos do desenvolvimento individual e pessoal do indivíduo na busca de pessoas bem-sucedidas em todasas esferas pessoais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[modelo cultural]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[gestión de la educación]]></kwd>
<kwd lng="es"><![CDATA[tendencia educacional]]></kwd>
<kwd lng="es"><![CDATA[dualidad]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="en"><![CDATA[Cultural model]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Educational management]]></kwd>
<kwd lng="en"><![CDATA[Educational trend]]></kwd>
<kwd lng="en"><![CDATA[Duality.]]></kwd>
<kwd lng="pt"><![CDATA[Modelo cultural]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Gestão educativa]]></kwd>
<kwd lng="pt"><![CDATA[Tendência educativa]]></kwd>
<kwd lng="pt"><![CDATA[Dualidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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