AGENCIA HUMANA COMO FUNDAMENTO DEL APRENDER A APRENDER EN LA UNIVERSIDAD

Abstract

This article aims to argue for the relevance of making two types of conceptual distinctions in the study of human agency in educational contexts: first, between the sociological and personal conceptions, and second, between two equally relevant educational goals: promoting a sense of agency in university students through the implementation of the Learning to Learn model, and the possible contribution of the educational system to the development of the transformative agency capacities of the actors in the educational system in a social and political sense. These distinctions are important to clarify the possibilities and limitations of this concept for the achievement of autonomy as one of the most general goals of education. After defining the core of the sociological and psychological conceptualizations of agency and describing the use of concepts associated with human agency in the literature on public policies that promote a student-centered educational model, in which an individualized conception of this human capacity predominates, a relational, emergent, and sociocultural mediated model of agency is described that is based on the dual social and rational nature of human beings.