Publicación: La educación religiosa escolar y las herramientas web 2.0 en las instituciones educativas de confesionalidad católica en Pereira
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Universidad Católica de Pereira
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El proceso educativo, hoy más que en las diferentes épocas de la historia de la humanidad, se ha encontrado de frente y ha tenido acceso casi ilimitado a la información organizada, estructurada y procesada por los seres humanos para significar y dotar de sentido la(s) realidad(es). Esta condición debe cuestionar de manera constante para repensar y replantear la educación y los diferentes actores que en ella intervienen; las condiciones tecnológicas, el despliegue y acceso a la información hoy exigen el desarrollo de habilidades (“competencias”) que permitan a hombres y mujeres desenvolverse con holgura en un mundo digital. Por lo tanto, la escuela debe facilitar éste aprendizaje y plantear un modelo pedagógico pertinente. Consecuentemente, el acompañamiento que hace el área de Educación Religiosa Escolar es fundamental en el proceso de construcción y humanización de las personas.
The educational process, more than ever in different eras of history, has been found in front and had almost unlimited access to information organized, structured and processed by humans to signify and make sense of the occurrence. This condition must constantly challenge for rethinking and redesigning education and the different actors involved therein; technological, deployment and access to information today require skills development ("competencies") to enable men and women cope with slack in a digital world. Therefore, the school must facilitate this learning and pose a relevant pedagogical model. Consequently, the support that makes the area School Religious Education is fundamental to the process of construction and humanization of people.
The educational process, more than ever in different eras of history, has been found in front and had almost unlimited access to information organized, structured and processed by humans to signify and make sense of the occurrence. This condition must constantly challenge for rethinking and redesigning education and the different actors involved therein; technological, deployment and access to information today require skills development ("competencies") to enable men and women cope with slack in a digital world. Therefore, the school must facilitate this learning and pose a relevant pedagogical model. Consequently, the support that makes the area School Religious Education is fundamental to the process of construction and humanization of people.