Formulación de proyectos de intervención empresarial y el pensamiento complejo en la formación tecnológica
DOI:
https://doi.org/10.29105/vtga5.2-763Keywords:
pensamiento complejo, proyectos de intervención, sistema de educación tecnológicaAbstract
The Superior Education System (SES) in Mexico is constituted by thirteen subsystems, including public, private, and mixed financing institutions which attend a population of 4.4 million students. The Technological Subsystem of Higher Education applies an educative model based on the development of personal skills and abilities devoted to executing pragmatical activities, that seek to mediate theory and practice. This conciliation is accomplished through the mediation between what is learned in the classrooms and the execution of practices out of the classroom at three levels of progress: subject practices, research projects, and professional residency. The present study provides information on how cognitive training influences the development of projects, which tends to be focused on a specific discipline, therefore it is proposed to consider the complexity paradigm as a methodological basis for the development of projects.
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