Resumo

ROJAS TORRES, Estephany Abigail; CARRASCO LINO, Liliana Carmen; POLANCO TINTAYA, Avelina Nazaria  e  ROMERO CARAZAS, Rafael. Disruptive pedagogy in Latin America. Horizontes Rev. Inv. Cs. Edu. [online]. 2022, vol.6, n.25, pp.1487-1497.  Epub 16-Set-2022. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v6i25.429.

The technological revolution opens up problems and possibilities that extend to the educational field. This, added to the health emergency, provokes the questioning of the epistemological apparatus that supports education in Latin America. Thus, this study uses a systematic review that analyzes 28 documents generated in recent years to establish a general and critical overview of the state of the art of disruptive pedagogies in Latin America. Additionally, the research found that most authors agree with the need to reflect on technological disruption in education; however, various institutional and personal difficulties prevent serious discussion and application in Latin America. Therefore, it was concluded that disruptive pedagogies are necessary when basing the methodological assumptions that guide the insertion and procedures of VAS, even more so in this region of the world.

Palavras-chave : Pedagogy; Connectivism; Latin America; Pedagogical innovation; Digitalization.

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