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Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:
University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .
Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.
Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.
Trends in the philosophical and pedagogical foundation in curricular designs of Law programs in Colombia
Authors
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Carlos Alfredo Pérez Fuentes
Tecnológico de Antioquia
https://orcid.org/0000-0003-0645-5973
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Annie Julieth Álvarez Maestre
Tecnológico de Antioquia
https://orcid.org/0000-0002-9432-8554
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Ruth Katherine Sanabria Alarcón
Universidad Católica San Antonio de Murcia (España)
https://orcid.org/0000-0003-3433-1943
Abstract
This article presents the pedagogical and philosophical foundations of the curricular designs of law programs in Colombia to identify the training trends of legal professionals in the country. This research was developed under a qualitative approach that seeks to understand how social reality is expressed and a hermeneutic method that
interprets the curricular designs, understood as institutional documents. The results show that legal education is developed from a constructivist pedagogical foundation, a practical curricular design, and an anti-formalist legal-philosophical basis. However, a
minority trend of emancipatory training was also found. The study concludes that while the constructivist trend focuses on epistemological development, from the cognitive and methodological perspectives, the emancipatory trend concentrates on the development
of cognitive, practical, and evaluative aspects from an emancipatory view of legal science. The challenge of these trends is to promote the participation of the entire educational community in the construction of the curricular design.
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