Abstract

LOPEZ ESPINOSA, Raúl Homero  and  RODRIGUEZ AUDIRAC, Leticia. An approach to the systemic vision of cross-cutting issues and their role in the Educational Model of the Veracruzana University. Inter disciplina [online]. 2020, vol.8, n.21, pp.137-160.  Epub Aug 14, 2020. ISSN 2448-5705.  https://doi.org/10.22201/ceiich.24485705e.2020.21.75150.

The Educational Model (ME) of the Universidad Veracruzana (UV) focuses on the comprehensive education of students. It considers three axes that structure it: theoretical, heuristic, and axiological. In the 2013-2017 administration, a comprehensive evaluation of the ME was carried out, which yielded a series of recommendations. One of them is to strengthen the integral formation and, specifically, the axiological axis. Among the institutional measures that contribute to this recommendation is the Transverse Program, which aims to incorporate, under a systemic vision, the transversal issues: interculturality, gender, sustainability, internationalization, inclusion, health promotion, human rights and justice, and art- creativity, in university functions. The systemic vision seeks to transcend the simplistic and reductionist view of university problems characterized by their complexity and, in particular, the fragmentation that prevails between the Teacher’s academy and the administration and between the transversal issues. The Transverse strategy to achieve its purpose is based on dialogue and is specified in the communities of inquiry. This paper shows how these communities, developed with different groups within the UV, promote a systemic vision around transversal issues, and how this enriches the comprehensive formation proposed in the ME.

Keywords : Educational model; comprehensive formation; systemic vision; transversal issues; communities of inquiry.

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