Título Problem-Based Service Learning (PB-SL): Constructing a pedagogy of poverty based on Ignacio Ellacuría
Publicación externa No
Alcance Article
Naturaleza Científica
Cuartil JCR 3
Cuartil SJR 1
Impacto JCR 2.00000
Impacto SJR 0.80400
Web https://www.tandfonline.com/doi/full/10.1080/00131857.2021.1993823
Fecha de publicacion 03/03/2022
ISI 764916400001
Scopus Id 2-s2.0-85126038523
DOI 10.1080/00131857.2021.1993823
Abstract This text aims to rethink educational activity inspired by the thought of the philosopher Ignacio Ellacuria, in what we have synthesised as a pedagogy of poverty. This should be understood as a pedagogy that, in the neoliberal context of Western societies, takes poverty as its motor-its efficient cause-and as its essence or fundamental structure-its formal cause -, in the duality of dimensions of its genitive. It is concretised in what is presented as Problem-Based Service-Learning (PB-SL). Through specific pedagogical guidelines for implementing this methodology, this study indicates how the teaching action can show the learner what is immediate, what is not constructed, what consciousness does not establish but rather encounters: reality-weak, limited, imperfect, needy; in short, poor-as a problem and, in its deficiency and insufficiency, as a task towards which the subject has a responsibility. This reveals the fundamental anthropological structure to the learner: its intrinsic relational character-its reality as a being-in-a-suffering-world, who lives-with and lives-to save the needy who share its humanity. It is then possible to perceive the scale of the ultimate aim of PB-SL: the need to create the social conditions for a praxis that enables a dignification of reality.
Palabras clave Ignacio Ellacuria; service learning; problem-based learning; poverty
Miembros de la Universidad Loyola

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