<?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>S2448-878X2024000100165</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2024.54.1.613</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sociedades automatizadas y Educación 4.0. Retos, perspectivas y contradicciones de pensar la formación humana como Ingeniería Social]]></article-title>
<article-title xml:lang="en"><![CDATA[Automated Societies and Education 4.0. Challenges, Perspectives, and Contradictions of Thinking about Human Formation as Social Engineering]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mata García]]></surname>
<given-names><![CDATA[Bernardino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos Cervantes]]></surname>
<given-names><![CDATA[Cristóbal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zepeda Moreno]]></surname>
<given-names><![CDATA[Moisés Ezequiel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma Chapingo Departamento de Desarrollo Rural ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma Chapingo Departamento de Sociología Rural ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma Chapingo Departamento de Sociología Rural ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</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>165</fpage>
<lpage>188</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2024000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2024000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2024000100165&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Para este trabajo hemos recabado y organizado de manera teórica una serie de horizontes conceptuales que parecen necesarios para comenzar a promover debates académicos relacionados a la llamada Educación 4.0. Lo anterior resultó necesario derivado de la preocupación que surgió de un estudio llevado a cabo sobre la llamada Nueva Ley de Educación Superior propuesta por la Cuarta Transformación. Como resultado de dicho análisis encontramos un profundo vacío conceptual, la falta de un análisis geopolítico de las implicaciones que significa la revolución tecnocientífica en cuanto al impacto a nivel de las estructuras educativas y una escasa planificación educativa por parte de las autoridades que promovieron el documento sobre la actual revolución tecnológica. Por ello, aquí ubicamos una serie de conceptos y fundamentos éticos básicos para comenzar un debate casi extinto en México que, vale la pena señalar, tiene una dependencia estructural muy profunda hacia uno de los países con mayor peso geopolítico en el tema (Estados Unidos). Abordaremos las consecuencias y las tendencias que la Educación 4.0 impulsa por medio de Tecnologías Educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this work we have collected and organized from a theoretical profile a conceptual horizon that seem necessary to start some necessary academic debates related to the so-called Education 4.0. The foregoing is necessary due to the concern that arose from an analysis related to the so-called New Higher Education Law proposed by the Fourth Transformation. As a result of this analysis, we found a deep conceptual vacuum regarding to geopolitical reflections on the implications of techno-scientific revolution concerning the impact at the level of educational structures due to null educational planning by the authorities that promoted the document. For this reason, we point out different ethical and conceptual elements to lead an extinct debate in México. It is important to consider that Mexico has a deep structural dependence on the United States being this one of the countries most interested in the subject. We will address the consequences and trends that Education 4.0 promotes through Educational Technologies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tecnologías de la información y comunicación]]></kwd>
<kwd lng="es"><![CDATA[educación 4.0]]></kwd>
<kwd lng="es"><![CDATA[educación virtual]]></kwd>
<kwd lng="en"><![CDATA[information and communication technologies]]></kwd>
<kwd lng="en"><![CDATA[education 4.0]]></kwd>
<kwd lng="en"><![CDATA[virtual education]]></kwd>
</kwd-group>
</article-meta>
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