Luis Manuel Flores- Doctor of Philosophy
- Pontifical Catholic University of Chile
Luis Manuel Flores
- Doctor of Philosophy
- Pontifical Catholic University of Chile
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19
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Introduction
Skills and Expertise
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Publications
Publications (19)
The paper critically inquiries the epistemological premises that underpin the accountability systems of educational quality. The focus of this theoretical exercise is the conception of knowledge that underlies the indicators of educational quality, in order to discuss its fundamental principles and limits. In the first part, we developed a general...
In a context of pervasive digitalization of the social world, both before and during the COVID-19 pandemic, the field of education has undergone major changes with the development of digital practices and settings. However, the physical presence of the subjects and the body remain something primordial and irreplaceable in traditional educational pr...
El sistema educativo es quizás uno de los más conservadores de los sistemas sociales. Una metáfora recurrente consiste en imaginar que si una persona de principio del siglo xx reviviera en la actualidad, esta podría reconocer muy pocas cosas de su entorno, salvo las escuelas. La evolución del espacio escolar parece justamente no avanzar en la gene...
Chilean teachers face the urgent challenge of incorporating environmental and sustainability dimensions into their teaching practices within an economic and social context of extreme neoliberalism, which has an important impact on both teaching practices and hegemonic perspectives on the environment. Therefore, this article explores the motivations...
Environmental-related education has inherited the concepts of complexity and uncertainty from environmental science. However, these concepts still refer to the environment as an “object” that is separate from the knowing “subject,” and not as a phenomenon always inserted into a specific context. With the aim of contributing to generating contextual...
El Informe McKinsey (Mourshed, Chijioke y Barber, 2010) ofreció una tipología de los factores de despegue, trayectoria y sostenibilidad de los sistemas educacionales del mundo, poniendo foco en aspectos de enseñanza y aprendizaje, rendición de cuentas y resultados. La tipología fue construida usando datos secundarios a nivel nacional e incluyó visi...
Este capítulo pretende abordar la relevancia pedagógica de algunas de
las experiencias “olvidadas” en las reformas programáticas actualmente
vigentes en el país (MINEDUC, 2015; MINEDUC, 2017). Tales
dimensiones están más cerca de una omisión que de un simple acto de
mala memoria. Así es el caso, específico, de las experiencias del espacio
y el...
Nowadays we can see that Chile is experiencing a crisis related to its democratic representation and a weakening of its social cohesion. The perspective from which this reflection raises the problem proposes this phenomenon doesnt relate to higher or lesser participation of youth in the community, but to the reduction and fragmentation of public s...
The article proposes an interpretative framework to explore the possible links between educational policies and subjectivities shaping. Considering, as building blocks, the contributions of phenomenology and hermeneutics, it is presented a proposal that aims to disrupt dichotomous and reductionist readings of current educational phenomena; restrict...
The natural tendency to identify complexity with intricate and confusing issues is also a natural way to simplify the complex network of knowledge and the phenomenon of knowledge. This article presents guidelines and starting points of complex thought in the light of the paradigm of complexity suggested by E. Morin. This paradigm is not only a reac...
Intersubjectivity and consciousness are reinterpreted according to the dynamic and relational coordinates of lived experience. Consciousness is not just another property of the subject, but rather the condition itself of his/her own being-in-the-world. The different aspects of consciousness are the moments and movements which constitute its intenti...
En portada: Université de Bordeaux II, Victor Segalen, Doctorat en Sciences de l'Education. Tesis (Doctor en Ciencias de la Educación)--Pontificia Universidad Católica de Chile, 2006. Incluye bibliografía.
