Pedagogical epistemology of the self-managed method of sustainable human development (SMSHD): A critical perspective from the Global South

Abstract

Social dynamics are forcing us to consider new forms of teaching and learning in the workplace through non-formal educational processes. This requires analysis and developing methodological changes, as methodology presents one of the greatest challenges, given the demands for new training requirements, diversity, and systematization in pedagogical processes. This article focuses on this aspect, oriented from the critical perspective of the global south. It presents the epistemology of the self-direct ed learning method for sustainable human development, which emerged from the integration of experiences in adult education and recent participatory action research projects. The method, with a constructivist approach, encompasses theoretical and pedagogical foundations, a conceptual model, objective setting, theoretical and methodological frameworks, premises, planning, and evaluative design, among other elements. It is integrated into the field of lifelong learning with elements of educational anthropology and critical pedagogy within the context of complexity, using sustainable human development as its creative-formative focus to support active learning with qualities such as projective management, teamwork, contextualization, effective communication, reflection, flexibility, adaptability, and diversified assessment.