Is it possible to overcome "the preliminary instruction paradigm" in the educational praxis of teachers?

Abstract

The present text tries to contribute to the discussion about some present conditions of the education -specially of context analysis- and how to think starting from these, a perspective that in the educational scene proposes the strategy of destroying an educational thinking inspired only in the discipline knowledge, to re-build a multifactor educational reflection, in wich we avoid to consider the discursive – scientific rationality as the only relevant element for the higher education and, put it in the same conditions of the other areas of the human, that should be thought in the university educational horizon.

We defend the idea that the higher education must overcome the discipline instruction and show itself in an integrating way because the human being is perfectible in all his dimensions. The University, this way, should not be an exclusive field for the education of the discipline knowledge, it must be the stage in which the actors correct, renew and improve their interactions with the enviroment.