Aprendiendo a vivir mejor transformando el ser

Abstract

The purpose of this study is to explore the different trends revealed in recent times about human learning linked to life and being from the role of science education and its mission in the 21st century. A bibliographic review of specialized literature was carried out, identifying and describing five trends regarding the conception of science education: pluralistic epistemology or epistemological anarchy, inter- and multicultural science education, science education from its relationship with environmental education, science education from the perspective of citizenship and science education from the perspective of new trends in education. Each of the trends was described, identifying its key aspects, to then contrast them according to the following criteria: the need to review and transform science education, the very conception of science and finally, the linkage and effects of science education with respect to society; to finally conclude with respect to the linkage of science education, in this case science education, with learning to live. As a conclusion, it is assumed that learning to live is seen in different ways by the studied tendencies, but they tend to coincide in the vindication of respect by the hegemonic positivist official science towards knowledge, values, beliefs, experiences, cosmovisions that are different, as well as the incorporation of ethical and political judgments in scientific learning that result in learning to live together and to live together in true freedom.