THE CRISES OF THE CONTEMPORARY STATE AND ITS IMPACTS ON THE PROTAGONISM OF HIGHER EDUCATION

From the end of the XX century on, we have been experiencing the transition from a model of minimal state, to a liberal, democratic and social state. In face of this scenario of contemporary crisis, the article intends to reflect on the ways of overcoming paradigmatic barriers of emancipation of human subjectivity and the construction of a common well-being, demystifying the disciplinary outlines, and, consequently, unveiling the face of curricular protagonism in its nuances as epistemological and pedagogical adherence from the apparent and concealed meanings of what, how and why to teach.