<?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>0185-2760</journal-id>
<journal-title><![CDATA[Revista de la educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. educ. sup]]></abbrev-journal-title>
<issn>0185-2760</issn>
<publisher>
<publisher-name><![CDATA[Asociación Nacional de Universidades e Instituciones de Educación Superior de la República Mexicana A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-27602005000400107</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La educación y la economía del conocimiento: una articulación problemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hualde]]></surname>
<given-names><![CDATA[Alfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colegio de la Frontera Norte Departamento de Estudios Sociales ]]></institution>
<addr-line><![CDATA[Tijuana ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2005</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2005</year>
</pub-date>
<volume>34</volume>
<numero>136</numero>
<fpage>107</fpage>
<lpage>127</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-27602005000400107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-27602005000400107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-27602005000400107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El predominio de la racionalidad económica en los procesos sociales ha influido sobre el sentido de la educación, el papel de las instituciones y sus estructuras organizativas vistas como espacios de creación y reproducción del conocimiento. Se abordan diversas posturas en torno al paradigma de la economía del conocimiento, donde la institución educativa parece perder su papel central en la medida en que se fortalecen otros sistemas de producción transmisión del conocimiento. Se considera que el dilema propuesto en el debate debe matizar algunos de los conceptos fundamentales utilizados por la economía del conocimiento para no identificarlos mecánicamente en demérito de la transmisión del conocimiento ni en la formación de ciudadanos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The predominance of economic rationality on social processes has had an influence on the sense of education, the role of institutions and their organizational structures seen as spaces for the creation and reproduction of knowledge. Several positions regarding the paradigm of the economy of knowledge, where the educational institution seems to lose its key role as other knowledge transmission and production systems take over, were taken into consideration. It is then considered that the dilemma suggested in such debate must blend some basic concepts used by the economy of knowledge so as not to identify them mechanically and demerit the transfer of knowledge and education of citizens.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Economía del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[globalización]]></kwd>
<kwd lng="en"><![CDATA[Economy of knowledge]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[globalization]]></kwd>
</kwd-group>
</article-meta>
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