OPENING THE SCHOOL TO THE TERRITORY, LOOKING BACK TO THE PAST AS OPPORTUNITY TO GENERATE RELEVANCE IN COLOMBIAN BASIC AND SECONDARY EDUCATION

Abstract

Education, as the cornerstone of social development, must be aligned with the technological, social, and productive advances of the territory. In Colombia, education has evolved from the colonial period to the 4.0 revolution, but its adaptation to these transformations has been slow. Based on the theories of Alvin Toffler, this text for dissemination analyzes how government policies and classroom practices have responded to the four "waves" described by Toffler, viewed from two theoretical perspectives: training for productivity and training for society. The implementation of teaching processes such as rote learning, critical education theory, human capital and emotions theory, competency-based training, relevance, sociology of education, and education for the 21st century will be analyzed. Using a historical-graphical conceptual approach, the interconnections between productivity and society with the dynamics of the state and didactics are analyzed. The First Wave (Colony) established an education of confinement and memorization, still present, typical of the critical theory of education; the Second Wave (Industrial Revolution) imposed a factory model, permeating education with mass production, alignment of positions, schedules, etc., typical of the theory of human capital; the Third Wave (Digital Age) brought neuroplasticity and the need for new pedagogies, such as innovation and disruption; but technology was not integrated, keeping industrial practices rooted; the Fourth Wave (Industry 4.0), with Artificial Intelligence and Big Data, presents ethical challenges and opportunities that facilitate training processes for the 21st century; but pedagogical practices remain clinging to traditional methodologies. The challenge is to turn the education system into a driver of development, opening the school to the territory, assuming the responsibility of generating critical, creative and innovative thinking, because education is loaded with content and empty of skills.