Competency-based education in higher education. A look at pedagogies and human development

The purpose of this article is to understand the meaning of emerging policies against the social, pedagogical and human relevance of the language of competencies and learning outcomes established by the Ministry of National Education and the National Accreditation Council, under the terms of Decree 1330 of 2019. It is based on qualitative research with a hermeneutic approach from which theoretical-academic and legal-normative documents are reviewed, in key to the new emergencies of policies for higher education. It reflects, around the legal norm and its implication in the field of education, establishing a look at the pedagogies, the classroom as an event and the subject in its condition of humanity, linking two perspectives: the first, proposes the approach of the which has been called capitalist education and crisis of humanity, to ask if higher education institutions seek the development of knowledge to be applied in developmentalist competitiveness or the deployment of capacities that result in autonomy and freedoms. And the second, critical pedagogies in higher education as a possibility that survives in the territories based on knowledge, practices, languages and cultures, accountingfor other pedagogical and educational modes that depart from hegemonic models and are inscribed in the contexts. It is concluded that there is a sustained urgency around the conditions of possibility for the widening of the pedagogies located in Colombia, and with it the work of the Institutions of Higher Education in an anthropological, gnoseological, epistemic, cultural and epistemological key; the challenge in addressing intercultural curricula that give rise to dialogues, ethics, reception and experience, from a perspective of competencies as powers of deployment of humanity and knowledge.