<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2024000100071</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2024.54.1.608</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Educar para qué? Los propósitos de la educación en y más allá del colapso]]></article-title>
<article-title xml:lang="en"><![CDATA[Why Educate? The Purposes of Education in and beyond Collapse]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rincón-Gallardo]]></surname>
<given-names><![CDATA[Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Liberating Learning  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canadá</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>54</volume>
<numero>1</numero>
<fpage>71</fpage>
<lpage>92</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2024000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2024000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2024000100071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este ensayo se proponen cuatro propósitos para la educación en el contexto actual de colapso social, político y ambiental. Se argumenta que la escuela convencional estorba la realización plena de estos propósitos. Se propone la metáfora de los movimientos sociales para dar forma a un nuevo paradigma que redefina cómo entender y practicar el liderazgo y el cambio educativo. Para construir los argumentos aquí presentados se revisan trabajos históricos y científicos que validan la existencia de la etapa actual de colapso y se examinan algunas críticas clave a la escolarización como vía de dominación, control y deshumanización. Se revisa y se discute el pensamiento y trabajo de académicos y activistas como Margaret Wheatley y Marshall Ganz. Se propone que, en el colapso actual, la educación debe cuidar y proteger el poder de aprender de niñas, niños y jóvenes y, con ello, salvaguardar el espíritu humano, no porque se tenga certeza del éxito del empeño, sino porque es lo que es correcto hacer. El ensayo ofrece dirección, orientaciones conceptuales y prácticas para la acción ante los escenarios aterradores que del actual colapso civilizatorio y planetario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay proposes four purposes for education in the current context of social, political, and environmental collapse. It is argued that the conventional school hinders the full realization of these purposes. The metaphor of social movements is proposed to shape a new paradigm that redefines how to understand and practice leadership and educational change. To build the arguments presented here, historical and scientific works that validate the existence of the current stage of collapse are reviewed and some key criticisms of schooling as a means of domination, control, and dehumanization are examined. The thinking and work of scholars and activists such as Margaret Wheatley and Marshall Ganz are reviewed and discussed. It is proposed that, in the current collapse, education must care for and protect the power of children and young people to learn and, with this, safeguard the human spirit, not because there is a certainty of the success of the endeavor, but because it is what it is right to do. The essay offers direction and conceptual and practical guidelines for action in the face of the terrifying scenarios of the current civilizational and planetary collapse.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación en contextos de crisis]]></kwd>
<kwd lng="es"><![CDATA[propósitos de la educación]]></kwd>
<kwd lng="es"><![CDATA[liderazgo educativo]]></kwd>
<kwd lng="es"><![CDATA[cambio educativo]]></kwd>
<kwd lng="en"><![CDATA[education in crisis contexts]]></kwd>
<kwd lng="en"><![CDATA[purposes of education]]></kwd>
<kwd lng="en"><![CDATA[educational leadership]]></kwd>
<kwd lng="en"><![CDATA[educational change]]></kwd>
</kwd-group>
</article-meta>
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