Education by competences in higher education. A look at pedagogies and human development

Abstract

This article aims to understand the meaning of emerging policies against the social, pedagogical and human relevance of the language of skills and learning outcomes established by the Ministry of National Education and the National Accreditation Council, under the terms of Decree 1330 of 2019. In this case, to reflect on the legal norm and its implication in the field of education, a look is made at pedagogies, the classroom as an event and the subject in its condition of humanity, linking two perspectives: the First, it proposes the approach of what has been called capitalist education and crisis of humanity, to ask if higher education institutions seek the development of knowledge to be applied in developmentalist competitiveness or the deployment of capacities that result in autonomy and freedoms. And the second, critical pedagogies in higher education as a possibility that survives in the territories from the knowledge, practices, languages ​​and cultures, accounting for other pedagogical and educational modes that depart from hegemonic models and are inscribed in the territories. It is based on a hermeneutical approach to the review of theoretical-academic and legal-normative documents, in key to the new emergencies of policies for higher education.