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Call to publish scientific articles that will be received between June 20 and November 20, 2019, referring to:
University Pedagogy: With topics such as public policies in higher education, legislative system and reforms, academic programs, comparative policies, massification processes, quality assurance, legal professions, and others in higher education as a general field, referring to the Chilean and international context .
Didactics of Law: With topics whose centrality is related to processes of innovation, learning, curriculum, innovations, teaching experiences, students and teachers characterization , among others in legal education in the Chilean and international context.
Ethical and citation standards (Chicago-deusto) must be taken care of, in addition to the originality of the research or innovation.
Trends in curriculum studies on the philosophical foundation of university Law programs in Latin America
Authors
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Carlos Alfredo Pérez Fuentes
Tecnológico de Antioquia
https://orcid.org/0000-0003-0645-5973
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Nataly Restrepo Restrepo
Tecnológico de Antioquia
https://orcid.org/0000-0001-5185-352X
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Annie Julieth Álvarez Maestre
Tecnológico de Antioquia
https://orcid.org/0000-0002-9432-8554
Abstract
This literature review article aims to make a theoretical approximation of the state of the art for the study entitled «Analysis of the curricular foundation of law programs in Latin America». This, with the aim of identifying the philosophical tendencies that underlie the curricular studies of university academic programs and in the
context of the curricular studies that are carried out in law programs. The methodology used in this research is developed through a qualitative approach that seeks to understand the reality expressed by human acts, through a hermeneutic method that seeks to understand said acts expressed as texts as an integrated whole. As a result, it was possible to show that curricular studies related to the philosophical foundation in curricular design are not common, since these studies focus mainly on the search for relevance and curricular coherence. Most studies of curricular design in legal pedagogy focus on training by competencies that respond to social, market and self-realization demands of individuals.
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