Hacia una concepción didáctica que posibilite la flexibilización curricular a través de las multimodalidades en las Instituciones de Educación Superior

Abstract

REUMEN: La sociedad atraviesa transformaciones profundas que impactan directamente en la vida cotidiana de las personas en todas las áreas y, de manera especial, la educación. La pandemia de COVID-19 no solo reveló las vulnerabilidades del sistema educativo, sino que también abrió nuevas oportunidades para que las universidades renueven su misión social. Hoy más que nunca, se hace urgente transformar sus dinámicas organizativas y pedagógicas para responder a las necesidades de una educación más inclusiva, equitativa y de calidad. Este estudio, de carácter cualitativo y con un enfoque hermenéutico, explora cómo una concepción didáctica basada en multimodalidades puede ser clave para flexibilizar los currículos en las Instituciones de Educación Superior en Colombia. A lo largo de seis capítulos, la investigación comienza abordando la rigidez de los currículos universitarios y su impacto en la capacidad de los estudiantes para adaptarse a las demandas sociales y laborales contemporáneas. Se traza una evolución histórica de los conceptos de multimodalidad y flexibilidad curricular, apoyándose en teorías como la semiótica social y la teoría general de sistemas. A partir de un trabajo de campo en una universidad a distancia, y mediante el proceso hermenéutico PRACCIS, se identifican los retos actuales en la implementación de modalidades educativas flexibles, así como la importancia de involucrar activamente a los docentes en los procesos de innovación curricular. El resultado final de esta investigación propone una concepción didáctica que integra las multimodalidades como herramienta fundamental para flexibilizar los currículos, en sintonía con las necesidades cambiantes de los estudiantes y el contexto global. ABSTRACT: Society is undergoing profound transformations that directly impact people's daily lives in all areas, and education is no exception. The COVID-19 pandemic not only exposed the vulnerabilities of the educational system but also opened up new opportunities for universities to renew their social mission. Now more than ever, it is urgent to transform their organizational and pedagogical dynamics to meet the need for a more inclusive, equitable, and quality education. This qualitative study, with a hermeneutic approach, explores how a didactic conception based on multimodalities can be key to making curricula more flexible in Higher Education Institutions in Colombia. Throughout six chapters, the research begins by addressing the rigidity of university curricula and its impact on students' ability to adapt to contemporary social and labor demands. It traces the historical evolution of the concepts of multimodality and curricular flexibility, drawing on theories such as social semiotics and general systems theory. Based on fieldwork conducted at a distance learning university, and through the PRACCIS hermeneutic process, the current challenges in implementing flexible educational modalities are identified, as well as the importance of actively involving teachers in curriculum innovation processes. The final outcome of this research proposes a didactic conception that integrates multimodalities as a fundamental tool for making curricula more flexible, aligning with the changing needs of students and the global context.

ABSTRACT: Society is undergoing profound transformations that directly impact people's daily lives in all areas, and education is no exception. The COVID-19 pandemic not only exposed the vulnerabilities of the educational system but also opened up new opportunities for universities to renew their social mission. Now more than ever, it is urgent to transform their organizational and pedagogical dynamics to meet the need for a more inclusive, equitable, and quality education. This qualitative study, with a hermeneutic approach, explores how a didactic conception based on ultimodalities can be key to making curricula more flexible in Higher Education Institutions in Colombia. Throughout six chapters, the research begins by addressing the rigidity of university curricula and its impact on students' ability to adapt to contemporary social and labor demands. It traces the historical evolution of the concepts of multimodality and curricular flexibility, drawing on theories such as social semiotics and general systems theory. Based on fieldwork conducted at a distance learning university, and through the PRACCIS hermeneutic process, the current challenges in implementing flexible educational modalities are identified, as well as the importance of actively involving teachers in curriculum innovation processes. The final outcome of this research proposes a didactic conception that integrates multimodalities as a fundamental tool for making curricula more flexible, aligning with the changing needs of students and the global context.