Pedagogía, formación y universidad

This book responds to the interests and efforts developed by the research group Servicio Educativo Rural (ser) of the Faculty of Educational Sciences of the Universidad Catolica de Oriente. The purpose has to do with presenting to the academic community different research results, grouped in terms of pedagogy, training and university. This means that what the reader has at his disposal in this book is the particular reading that researchers assume with respect to education. Nevertheless, it is worth trying to clarify some theoretical issues. Pedagogy, far from the Anglo-Saxon reduction or the strange reception by which in Colombia it is defined as the art of teaching or discourse on teaching, we will temporarily say that it constitutes a disciplinary and professional field where problems related to educational theory, concepts and practice converge in a broad sense, not only reduced to the school space (Runge Pena, 2008). Despite its distances, this understanding could lead both to Herbart (1946) and Schleiermacher (2013). In particular, to the question: is pedagogy a speculative or empirical science? To answer that it oscillates between one and the other. The speculative is the form with which one penetrates the observed, that is, what appears in the sphere of the empirical. Therefore, no pedagogical theory of education can be conceived only as a theory of a technique, without attacking pedagogy in its philosophical basis and in its capacity to serve as a basis for educational practice. educational practice. Pedagogy, without beating around the bush, is reflection and research on training and education. In this sense, it logically and systematically investigates the processes by which human beings become the object of their own creation. When Rousseau and Kant argue that man is that creature who comes into the world lacking education and who, therefore, needs to be educated, they recognize that the human being has made himself the subject of his own formation.