<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1390-8626</journal-id>
<journal-title><![CDATA[Sophia, Colección de Filosofía de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Sophia]]></abbrev-journal-title>
<issn>1390-8626</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86262024000100069</article-id>
<article-id pub-id-type="doi">10.17163/soph.n36.2024.02</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelos de aprendizaje en la transición hacia la complejidad como un desafío a la simplicidad]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning Models in the Transition Towards Complexity as a Challenge to Simplicity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno Guaicha]]></surname>
<given-names><![CDATA[Jefferson Alexander]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mena Zamora]]></surname>
<given-names><![CDATA[Alexis Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zerpa Morloy]]></surname>
<given-names><![CDATA[Levis Ignacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Investigación de Tecnología Experimental Yachay  ]]></institution>
<addr-line><![CDATA[Urcuquí ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Unidad Educativa Santa Juana de Arco La Salle  ]]></institution>
<addr-line><![CDATA[Cariamanga ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Investigación de Tecnología Experimental Yachay  ]]></institution>
<addr-line><![CDATA[Urcuquí ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<numero>36</numero>
<fpage>69</fpage>
<lpage>112</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86262024000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86262024000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86262024000100069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación se emprende motivada por la necesidad de desentrañar la progresión de los modelos de aprendizaje, los cuales se han ido adaptando para responder a las demandas de la sociedad en su dinámica constante de fluctuación y transformaciones. El objetivo de este trabajo es examinar de forma sistemática la evolución de los modelos de aprendizaje, destacando los cambios paradigmáticos que han favorecido la transición de enfoques de aprendizaje tradicionales hacia propuestas más innovadoras y transdisciplinarias. Para lograrlo, se lleva a cabo un análisis bibliográfico apoyado en el método hermenéutico para la interpretación contextual de la literatura y los discursos, a fin de desentrañar las complejidades inherentes en la evolución de los modelos de aprendizaje. Los resultados resaltan la influencia limitante del paradigma de la simplicidad en la formación educativa tradicional y la necesidad de un giro hacia la dialogicidad y la colaboración e integración disciplinaria para avanzar hacia la complejidad. Se concluye argumentando a favor de la adopción del paradigma de la complejidad, abogando por una epistemología transdisciplinaria y un enfoque de aprendizaje interestructurante, que permitan el desarrollo humano integral. El reconocimiento de la complejidad humana en la enseñanza y el aprendizaje exige una transformación radical de la educación hacia prácticas más holísticas y transformadoras, esenciales para construir una sociedad equitativa y justa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research is undertaken, motivated by the need to unravel the progression of learning models, which have been adapting to meet the demands of society in its constant dynamics of fluctuation and transformation. The aim of this work is to systematically examine the evolution of learning models, highlighting the paradigmatic changes that have favored the transition from traditional learning approaches to more innovative and transdisciplinary proposals. To achieve this, a bibliographic analysis is carried out, supported by the hermeneutic method for the contextual interpretation of literature and discourses, in order to unravel the complexities inherent in the evolution of learning models. The results highlight the limiting influence of the simplicity paradigm in traditional educational formation and the need for a shift towards dialogicity and disciplinary collaboration and integration to advance towards complexity. It concludes by arguing in favor of adopting the complexity paradigm, advocating for a transdisciplinary epistemology and an interstructuring approach to learning, which allow for integral human development. Recognizing human complexity in teaching and learning demands a radical transformation of education towards more holistic and transformative practices, essential for building an equitable and just society.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[complejidad]]></kwd>
<kwd lng="es"><![CDATA[dialogicidad]]></kwd>
<kwd lng="es"><![CDATA[epistemología]]></kwd>
<kwd lng="es"><![CDATA[paradigma]]></kwd>
<kwd lng="es"><![CDATA[transdisciplinariedad]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[complexity]]></kwd>
<kwd lng="en"><![CDATA[dialogicity]]></kwd>
<kwd lng="en"><![CDATA[epistemology]]></kwd>
<kwd lng="en"><![CDATA[paradigm]]></kwd>
<kwd lng="en"><![CDATA[transdisciplinarity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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