Resumen

ORTIZ HERRERA, Jorge Daniel; TORRES MARTINEZ, Gisela; FLORES GONZALEZ, Lena Lilibeth  y  ESCOBAR PAZMINO, Ximena de los Ángeles. ¿Cómo pasar de una comunidad de práctica a una comunidad de aprendizaje? Caso Dirección Académica. Figempa [online]. 2017, vol.3, n.1, pp.49-55. ISSN 2602-8484.  https://doi.org/10.29166/revfig.v1i1.55.

This proposal arises from the Dirección Académica as a response to changing demands required by the Ecuadorian higher education system led by the Consejo de Educación Superior and to opening of new intellectual capital that it has been integrated into the Universidad Central del Ecuador in the last 4 years; requested through the retirement process. The Dirección Académica in charge of educational and curricular projects and conscious of the role that the Universidad Central, which is considered the Alma Mater of Ecuador, has played a big part in the development of society and will continue to contribute to the projected mission and vision until 2019. The process of redesigning the mission and vision motivates the creation of learning communities with different educational actors, identified by permanent accompaniments, innovation, equity, being open to criticism, and keeping university autonomy, meanwhile maintaining responsibility. The process that began at the end of 2014, it was supported by the action research. This relates to the systematic and theoretical reflection mode with the transforming action of the reality from the experience, and in community, it facilitates the continuous and creative potential for learning ability. This is imperative for the success of innovative educational and curricular projects. The results achieved in the first stage, have allowed the promotion of the scientific-academic debate, efforts to integrate the management of a coherent language and taking advantage of the spaces to consolidate the positioning of the Department and through it the identity of the university.

Palabras clave : Accompaniment; open to criticism; lifelong learning; responsible autonomy; learning community; action research; curricular educational projects; identity.

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