<?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>2308-3042</journal-id>
<journal-title><![CDATA[Referencia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[RP]]></abbrev-journal-title>
<issn>2308-3042</issn>
<publisher>
<publisher-name><![CDATA[Universidad Tecnológica de La Habana "José Antonio Echeverría", Cujae. Centro de Referencia para la Educación de Avanzada (CREA)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2308-30422023000200029</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Buen Vivir e Ingenierías Comprometidas como alternativas para reconfigurar el currículo de Ingeniería]]></article-title>
<article-title xml:lang="en"><![CDATA[Buen Vivir and Engaged Engineering as alternatives to redesign the Engineering curriculum]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonilla Cely]]></surname>
<given-names><![CDATA[Sandra Milena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ochoa-Duarte]]></surname>
<given-names><![CDATA[Alexei]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Tecnológica de Pereira y Universidad Nacional Abierta y a Distancia UNAD  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<fpage>29</fpage>
<lpage>43</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2308-30422023000200029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2308-30422023000200029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2308-30422023000200029&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En distintas épocas y en diferentes áreas, la ingeniería ha desempeñado un papel significativo en la sociedad. Sin embargo, los enfoques educativos en la disciplina ingenieril se han basado en un discurso económico desarrollista, alejado de las realidades y necesidades de cada país. En respuesta a esta situación, han surgido en América Latina algunas posturas emergentes y alternativas, como el Buen Vivir y las Ingenierías Comprometidas, que proponen una visión diferente de la educación en ingeniería. Alrededor de este contexto, la pregunta que surge es ¿Cómo reconfigurar el currículo de ingeniería a partir de estos enfoques alternativos? Con el objetivo de transformar las condiciones actuales y tomar decisiones más acertadas en el sistema educativo, es esencial primero identificar y analizar estas iniciativas para posteriormente, abordar la propuesta de un diseño curricular que reconfigure las prácticas ingenieriles, respondiendo a las necesidades y cambios socioeconómicos y culturales de la sociedad actual. Esta propuesta debe considerar diferentes visiones de mundo y enfoques sociales en la práctica de la ingeniería. Este artículo tiene como objetivo sistematizar los referentes teóricos sobre el Buen Vivir y las Ingenierías Comprometidas en América Latina, utilizando un enfoque cualitativo basado en la revisión bibliográfica existente. Su propósito es ofrecer un primer acercamiento hacia un currículo alternativo en ingeniería, como contribución a la educación y formas de enseñanza de esta profesión, buscando avanzar en este tema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract At different times and in different areas, engineering has played a significant role in our society. However, educational approaches in the engineering discipline have been based on a developmentalist economic discourse, far from the realities and needs of each country. In response to this situation, some emerging and alternative positions have emerged in Latin America, such as Buen Vivir and Engaged Engineering, which propose a different vision of engineering education. In this context, the question that arises is how to reconfigure the engineering curriculum based on these alternative approaches. In order to transform the current conditions and make better decisions in the educational system, it is essential to first identify and analyze these initiatives and then to address the proposal of a curriculum design that reconfigures engineering practices, responding to the needs as well as socioeconomic and cultural changes in today's society. This proposal should consider different worldviews and social approaches to engineering practice. This paper aims at systematizing the basis that support Buen Vivir and Engaged Engineering positions, using a qualitative approach based on the review of the existing literature. Its purpose is to offer a first approach towards an alternative curriculum in engineering, as a contribution to the education and ways of teaching this profession, seeking to move towards Buen Vivir and Engaged Engineering positions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ingenierías Comprometidas]]></kwd>
<kwd lng="es"><![CDATA[Buen Vivir]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="en"><![CDATA[Engaged Engineering]]></kwd>
<kwd lng="en"><![CDATA[Buen Vivir]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
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