Research and Learning: Challenges in Latin America Towards 2030 PDF

Alterity. Education Magazine ISSN: 1390-325X ISSN: 1390-8642 [email protected]...

Alterity. Education Magazine ISSN: 1390-325X ISSN: 1390-8642 [email protected] Salesian Polytechnic University Ecuador Research and learning: Challenges in Latin America towards 2030 Aldana-Zavala, Julio Juvenal; Vallejo-Valdivieso, Patricio Alfredo; Isea-Argüelles, Josía Research and learning: Challenges in Latin America towards 2030. Alterity. Revista de Educación, vol. 16, no. 1, 2020. Salesian Polytechnic University, Ecuador Available at: https://www.redalyc.org/articulo.oa?id=467765130006 DOI: https://doi.org/10.17163/alt.v16n1.2021.06 Salesian Polytechnic University. Salesian Polytechnic University. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. PDF generated from XML-JATS4R by Redalyc Non-profit academic project, developed under the open access initiative.  Patricio Alfredo Vallejo-Valdivieso [email protected] Universidad Técnica de Manabí, Ecuador hps://orcid.org/0000-0003-3248-7864 Josía Isea-Argüelles [email protected] Universidad Nacional Experimental Francisco de Miranda, Venezuela hps://orcid.org/0000-0001-8921-6446 Abstract: Education has undergone an epistemic shift in its pedagogical actions, moving from the traditional teacher-centered model to a student-centered one. In parallel, research has been promoted towards new methodical aspects, being a key factor in learning. Today it is essential to merge learning and research in order to generate knowledge from new educational angles. In addition, UNESCO and other Alterity. Revista de Educación, vol. 16, no. 1, 2020. entities focused on education have proposed the conformation of an educational model for lifelong learning. Salesian Polytechnic University, Ecuador Thus, this research presents the scope of research and Receipt: January 31, 2020 learning in Latin America, for this purpose, the central Revised: October 21, 2020 objective was to analyze research and learning as challenges in Approval: November 26, 2020 Publication: January 01, 2021 Latin America towards 2030, in this sense, a descriptive documentary methodology was used with a bibliographic DOI: https://doi.org/10.17163/ alt.v16n1.2021.06 design, having as a population sample, the review of 52 Redalyc: https://www.redalyc.org/ articulo.oa?id=467765130006 articles from journals indexed in Scopus, Web of Science, MISCELLANEOUS SECTION Scielo, Redalyc, Latindex Catalog 2.0. The purpose of this was to systematize researchers' proposals, identifying relevant factors towards the achievement of a transversal education as a means to achieve the SDGs. Among the conclusions is the Research and learning: Challenges need to train in an epistemology that enables an ecology of knowledge in order to have sustainable and productive in Latin America towards 2030 educational institutions as the backbone of global society. Key words: Pedagogical research, organization, active Research and learning: Challenges in Latin America learning, alternative education, educational policy, educational towards 2030 strategies. Abstract: Education has had an epistemic turn in its Julio Juvenal Aldana-Zavala pedagogical action, going from the traditional model focused on the teacher, to one focused on the student; at the same [email protected] Universidad time, research has been encouraged towards new methodical Nacional Experimental Francisco de Miranda, aspects, being a key factor in learning. Today, it is essential to merge learning and research with the function of generating Venezuela knowledge from new educational angles. UNESCO and other entities focused on education have proposed the creation of hps://orcid.org/0000-0002-7934-9103 an educational model for lifelong learning. us, this research presents the scope of research and learning in Latin America, for this purpose it was proposed as a central objective: To analyze research and learning as challenges in Latin America towards 2030, in this sense a descriptive methodology was used with a bibliographic design, taking as a population sample, the review of 52 articles from journals indexed in Scopus, Web of Science, Scielo, Redalyc, Latindex Catalog 2.0. is with the purpose of systematizing researchers' proposals, identifying pertinent factors toward the achievement of a transversal education as a PDF generated from XML-JATS4R by Redalyc Non-profit academic project, developed under the open access initiative 78 Julio Juvenal Aldana-Zavala, et al. Research and learning: Challenges in Latin America towards 2030. means for the achievement of the SDG. Among the conclusions is the need to form an epistemology that makes possible an ecology of knowledge in order to have educational, sustainable and productive institutions as the core of the global society. Keywords: Educational research, organization, activity learning, alternative education, educational policy, educational strategies. Suggested form of citation: Aldana-Zavala, J., Vallejo-Valdivieso P., & Isea-Argüelles, J. (2021). Research and learning: Challenges in Latin America towards 2030. Alteridad, 16(1), 78-91. https://doi.org/10.17163/alt.v16n1.2021.06. https://doi.org/10.17163/alt.v16n1.2021.06. 1. Introduction Global education moves between the information society and transcending to the knowledge society; both involve technology and information technology, varying in that the student must transform the information received (knowledge society), as proposed by UNESCO (2005). Learning from the approached, involves fostering in the student an integral process of interconnection with the multiple realities where he/she develops, being necessary to recognize him/herself and the other as cognitive and intelligible emotional subjects to build from intersubjectivity an environment of mutual respect, valuation of capacities and cooperative work for the construction of knowledge in order to conform educational scenarios where ethics is transversal in the reasoning of understanding the person as a transcendental entity for the construction of a better society. Based on the above, the main objective of this research is to analyze research and learning as challenges in Latin America towards 2030. 2. Method The methodology used is descriptive-documentary with a bibliographic design, which allowed scrutinizing 52 articles from journals indexed in Scopus, Web of Science, Scielo, Redalyc and Latindex Catalog 2.0 in order to know the trend, challenges, weaknesses and strengths of Latin American education in terms of research and learning towards 2030; applying the technique of content analysis to extract the most relevant ideas raised by researchers and thus, build a theoretical body as a contribution to the generation of knowledge in updating the state of the art, contributing to generate further research from an experimental or qualitative perspective. PDF generated from XML-JATS4R by Redalyc Non-profit academic project, developed under the Open Access Initiative 79 Alterity, 2020, vol. 16, no. 1, January-June, ISSN: 1390-325X / 1390-8642 3. Results and discussion  Four areas of analysis are presented in order to respond to the central objective, among which are: Education and sustainable development goals; Research-centered planning; Teacher-researcher; Towards an educational epistemological approach 2030. 3.1. Education and sustainable development objectives Education, being catalogued as a transversal factor, plays a fundamental role in the effectiveness of achieving the sustainable development objectives; it cannot be perceived as an isolated or dichotomous entity. It is necessary to transcend towards an integrative model where educational actors have the opportunity to build holistic and interrelated knowledge with the global world and the multiple needs to be overcome to achieve a peaceful society based on productive progress. In this regard Murillo and Duk (2017), highlight the time pressure to comply with the SDGs, requiring urgently structuring strategic plans in educational and research entities, concatenated to optimize resources in achieving an education focused on research for lifelong learning. While Cosme-Casulo (2018), complements by pointing out the university as a vital institution for this purpose, due to its role as a trainer of trainers and researchers, deepening the link with communities in order to exchange knowledge for mutual transformation. Both authors agree on the need for education based on paradigm shifts from university education and research modalities, involving research centers as a managerial factor for the projection of research relevant to the future 2030, including public and private organizations, in a joint work for the contribution of significant results to the achievement of poverty eradication, agreeing the authors in a direct correlation between Sustainable Development Goals 4 and 16. Education, not being properly financed, conflicts with the social role it plays; it is essential to ask whether it is a common good or a factor for economic development, an indicator for social growth, and what is education really and what role does it pursue in the 2030s? Locatelli (2018), collaborates in discovering the answers by posing the need to "develop more sustainable systems" (p. 194). In a society where school dropout is a threat to the most vulnerable social classes, it becomes necessary to generate a sustainable school structure, which implies making curricula more flexible for the integration and labor insertion of students, making it possible to complement each other between the economic and academic. In this sense, Agosto et al. (2018), indicate the need for policies to care for young people, cooperating in their integral growth, through the generation of a vision of the future based on life projects, for PDF generated from XML-JATS4R by Redalyc Non-profit academic project developed under the open access initiative 80 Julio Juvenal Aldana-Zavala, et al. Research and learning: Challenges in Latin America towards 2030. Therefore, education should not be based on the mere model of inclusion, but should be complemented with a complex epistemology of approaching social reality as a core axis to configure a reflexive reasoning of acting for the good of society. The education system must move at the pace that societies do, the social dynamics is changing and every day expectations arise, especially in the young population about what their socioeconomic  future will be, in a world where technology opens gaps between those who have or do not have access to it; it is unthinkable that the school and university of the near future should be the same as what we now know and manage. So, what should education be like in the face of 2030; necessarily integrative of all the factors that make up society, shaping strategic plans for comprehensive growth in which it is proposed where it is intended to go and how it will be achieved, since education is the central axis. Vera-del Carpio (2015), expands by saying that it is necessary the union of the public with the private to execute concrete actions from education to the achievement of a sustainable society, based on the preventive formation of health, ecology and environment, necessary edges to have a healthy society in all its areas, optimizing resources to be invested in education-research, in addition to promoting a citizen culture of respect for the coexistence between human beings and biotic-abiotic factors. Azorín-Abellán (2017), indicates the global challenge of promoting an education for all, effective and inclusive, where multilateral organizations are required to articulate inclusion, quality, effectiveness and equity, as indicators that allow mainstreaming education in order to contribute to the achievement of the sustainable development goals, This implies rediscovering the social role of education as a neuralgic factor in consideration of generating the synergy of the diverse social actors with the purpose of consolidating a performance that allows the effective achievement of the four indicators mentioned as a central element to have a society based on educational otherness. 3.2 Research-focused planning A transversal and integrative education of processes that allows linking actions in favor of working towards the achievement of the 17 sustainable development goals as a concrete action for the social transformation of peoples in favor of eradicating poverty, must be underpinned by the permanent improvement of the styles of how learning is promoted in educational environments and have research as a fundamental axis for this purpose. Thus, the curriculum must be conceived from an investigative intentionality where educational actors work cooperatively to achieve proposed goals, so that teachers must plan from a vision focused on action-research as an alternative axis to overcome the dichotomous model of educating and investigating, typical of the disciplinary approach (Pérez-Van Leenden, 2019). PDF generated from XML-JATS4R by Redalyc Non-profit academic project developed under the open access initiative 81 Alterity, 2020, vol. 16, no. 1, January-June, ISSN: 1390-325X / 1390-8642 Planning centered on research as a pedagogical model invites to consider the contribution and potential of all the actors involved in the learning process, this implies involving the educational community in its social context, so that each one can provide significant contributions in the construction of curricula where students learn to think, build, solve problems of social interest and innovate; working on the project approach, as well as others where the student takes a leading role in order to articulate actions that favor knowledge for life, considering this as a criterion of educational quality, it is necessary to have strategic programs focused on guiding education towards 2030,  this an obstacle for the achievement of an inclusive education as pointed out by (Meléndez-Rojas, 2017), budgeting a creative and innovative education in the long term, training to be efficient in technology in harmony with the environment. One of the contributions of research-centered planning is that it allows conceiving education from the centrality of the student and not from the teacher, which can include various pedagogical approaches based on the worldview of dynamic, flexible and reflective learning, supported by information and communication technologies, contextualized to the multiple social needs (Peche-Cruz & Giraldo-Supo, 2019). Given this pedagogical stance, Molina-Naranjo et al. (2018), highlight the need to train future teachers from a transversal curriculum in the "epistemological, axiological, research, training, competencies for the integration of ICT and general professional competencies" (p. 162); which should converge in the student-centered approach, progressively favoring a change in the praxis of the educational professional, enabling understanding, to assume new pedagogical positions where the status quo is transcended, favoring this action, from continuous training-evaluation as part of the educational process (Huapaya-Capcha, 2019). In view of the above, it is naïve to think that, with the mere change of plans in the documentation without due sensitization and training of the educational actors, they will choose to assertively assume the proposed paradigmatic changes. Hence, there is an intrinsic challenge in the achievement of building a planning centered on research as a transversal strategy for the achievement of education towards 2030. Another challenge is to base research as an attractive process for students, without this implying the loss of its scientific character, to which Loli-Ponce (2015) indicates that students state that they do not have the necessary time to do research, although they are aware of its importance for learning and knowledge, because the fragmented disciplinary curriculum, perceiving research as a final product of the student, is not contextualized throughout the curricular framework as an entity integrated to training. This indicates that the research-centered planning approach should be assumed from a reconstruction of the curriculum, since it does not PDF generated from XML-JATS4R by Redalyc Non-profit academic project, developed under the open access initiative 82 Julio Juvenal Aldana-Zavala, et al. Research and learning: Challenges in Latin America towards 2030. could work with a traditional and emerging vision in education at the same time, an educational transposition is needed to shape a quality education in praxis and not in a mere rhetoric of the social actors. In this sense, Calvo (2013), comments that teacher training should be planned according to the participation of the various social factors, which implies a mandatory concatenation between education and the various public and private institutions, proposing a program for all in favor of inclusive education. The involvement of social actors to be effective, according to Carrillo-Flores (2016), involves unveiling the hidden aspects of education, that is, the ideologies that have been implicit in it as a way of sincerely working towards the transcendence of inclusion as a utopian entity, since the author emphasizes that educational principles and intentions are not neutral from a political perspective. It is necessary to make a parenthesis to point out that when inclusive education is proposed in the current document, it is done thinking about the possibility that all social actors have access to education -distancing from the term inclusive as something exclusive to people with disabilities- since there are social disabilities that exclude many times, as promoted by Cornejo-Espejo (2019), when conceiving inclusion as an ethical recognition of human fulfillment, stressing the importance of deconstructing the paradigms that promote exclusion, it is necessary to retake the fundamental essence of education as a right to which all people should have access. Planning centered on research when it is assumed as a complex and inclusive fact where educational actors have the possibility of being protagonists and not spectators; it forecasts a paradigmatic change where science without losing its rigor becomes accessible. Learning contributes to form reflective critical citizens, taking into consideration the term "bio-resilience" by Aya-Velandia (2018), who explains that "it is a way of assuming scientific knowledge and applying it in everyday life" (p. 205). The role of the person is rediscovered as an integral being where the various exogenous factors influence for the conformity of a cognitive subject at the service of society. A cognizing subject implies a relationship with other cognizing subjects, being necessary to transcend the paradigm based on the cognizing subject and a cognizable object that has been permeating educational research traditionally, a position supported by Cúnico et al. (2018). These authors question "the dominant epistemological paradigm, encouraging and fostering new forms of research in psychology" (p. 213); they propose that research from the complex should be present in a multi and interdisciplinary vision towards which education 2030 is oriented. Research should not be perceived as a mere procedural act; there should be an epistemological awareness on the part of the researcher. PDF generated from XML-JATS4R by Redalyc Non-profit academic project, developed under the Open Access Initiative 83 Alterity, 2020, vol. 16, no. 1, January-June, ISSN: 1390-325X / 1390-8642 or researchers in which it is essential to approach knowledge from philosophy as a transversal axis in education. This contributes to understanding the various research and curricular approaches, generating a better understanding of the educational phenomenon, in view of which it is necessary to promote epistemological competence as a transversal edge to imagine the educational-research reality from a complex view of society, involving the methodological inclusion of new positions for the conduct of research (Aldana-Zavala, 2019). This competence is extrapolated to the educational researcher from the initial context to the university context, this contributes to promote a coherent and logical epistemic-methodological approach of the research action in learning environments. Likewise, Borrero (2019) contributes to complement the above by indicating that teachers have the availability to know new ways of doing research, but present weaknesses for conducting research from the various methods, for which they require ongoing training, as well as the support of educational management; in addition, it is necessary for educational institutions to have educational operational plans linked to those of local and national socio-political development. Such training should permeate postgraduate studies where teachers  and researchers project to improve their professionalization, fertile ground for the approach of new ways of training and research as a reference in this area is taken into consideration Proestakis-Maturana and Terrazas-Núñez (2017). These authors highlight the commitment to open spaces for reflection and discussion among researchers, students and teachers, to break the disciplinary structure; the need from doctoral studies is highlighted, transcending in the construction of research with emerging perspectives, involves the vision of who directs the program, as well as advisors, members of an epistemic reconstruction of the curriculum. In addition, Díaz-Bazo (2017), comments on the importance of action research in the implementation of some thematic areas compared to others, which makes it clear that we are moving in a pluripolar epistemological and methodical society, where integration and complementation is necessary to achieve agreements to improve education, perhaps the transdisciplinary or complex is an option; the important thing to highlight is the role of the teacher as a researcher. 3.3 Research professor The research teacher leaves aside continuous training with the purpose of accumulating knowledge and transmitting it, in order to transcend to the construction of knowledge. This implies a 180° turn, since the constant investigative inquiry establishes him/her as a self-taught person capable of learning by doing and making it possible to reflect on a daily basis to motivate him/her to improve him/herself in order to become a better person and, therefore, a researcher. Muñoz-Martínez and Garay- PDF generated from XML-JATS4R by Redalyc Non-profit academic project, developed under the open access initiative 84 Julio Juvenal Aldana-Zavala, et al. Research and learning: Challenges in Latin America towards 2030. Garay (2015), warn that "educational research is a continuous training" (p. 398), therefore, in a dynamic world it becomes necessary a researcher teacher with the purpose of adopting solutions to the multiple social challenges they face, this implies modeling in students the role of researcher as an element of learning for life. The above invites to constantly reflect on what is important to learn and how to learn it, since there is a tendency to eliminate from the curriculum everything that is not perceived as utilitarian for the economic-technological growth of society, which leads to a discriminatory current of human thought, indirectly contributing to the emergence of mass societies. Escámez-Sánchez et al. (2017) complement by reflecting on the urgency of educating for the conformation of a sustainable society - in that sense - the economic is vital for human and educational growth, but it should not be seen as the end, but, rather, as a means. The importance of combining in the formation of human, social and professional values to train for life with awareness of human coexistence with other species on planet earth; thus Rodríguez Fiallos et al. (2019), propose research as a way for self-realization and autonomy of the person, the need for the research teacher to have a training that allows him/her to recognize the value of the person in line with applying flexible and dynamic pedagogical strategies, according to the social context. Rivas-Tovar (2011) proposes nine competencies for scientific research production as a transversal axis of education. Transitioning towards a complex vision of research action is a daily task faced by educational researchers, involving and deconstructing to build new stages of doing research. Fernández-Hernández and Cárdenas-Berrio (2015), expand by pointing out that the "little dialectical vision of some students before the research process, the lack of methods and tools beyond those associated with quantitative research" (p. 45); which constitutes an indicator of the need to have research teachers who question their research reality, atrophy the everyday and in an emerging dialectic rediscover the research action as a means for integral growth, fostering this aptitude in their students to form research teams for the permanent construction of knowledge. Buendía-Arias et al. (2018) consider it pertinent to overcome the dichotomy between research and pedagogical practice, which will contribute in an education for reflection, inquiry and autonomous growth of people. The research teacher is in the educational era of teaching how to research, a process that allows incorporating sub-processes such as reading, inquiry, analysis, reflection, information discrimination and application of techniques for information processing, argumentation and use of technology, among others, which contribute to significantly educate for lifelong learning. On the other hand PDF generated from XML-JATS4R by Redalyc Non-profit academic project, developed under the open access initiative 85 Alterity, 2020, vol. 16, no. 1, January-June, ISSN: 1390-325X / 1390-8642 side, García et al. (2018), states that, with a good research teacher, it tends to improve research skills in students, also improving their intellectual capacity, being fundamental for this purpose, to speak and write well the scientific production, as the global society, confronts problems for the reading and critical appreciation of social reality, the educational curriculum must assume this challenge as part of its pedagogical daily life. Emphasizing the importance that educational institutions should give to research, especially the fundamental role of the research teacher, since the contrary implies an underestimation of research that undermines the quality of education and learning, as warned by Pérez (2017). Likewise, García Gutiérrez and Aznar-Díaz (2019), confirm the vision of deepening reading, writing and research skills as the formative essence of the future teacher, thus reflecting on the role played by the university in the training of future educators, who must be in line with exercising professionally to provide answers to the multiple social realities, for which they must be trained in research skills to act assertively to that end. This implies that universities in Latin America must rediscover research as a link to raise educational quality; Murillo and Martínez-Garrido (2019) agree that research tends to be managed from the quantitative-qualitative polarization. From what has been described, it is implied that in Latin America there is still a need to deepen in the generation of research from new methodological approaches, hence they invite to systematize pedagogical and research experiences in order to conceive new styles of research relevant in the conformation of quality education. The research activity can take into account classical qualitative methods, but little addressed as a starting  point, as long as they are relevant to the pedagogical actions of the researcher-teacher. According to Huchim-Aguilar and Reyes-Chávez (2013), narrative biographical research can contribute to what has been described, requiring training in communicative competencies to be effective in conducting this type of research. Another approach that should be reviewed to reconcile a relevant teacher-researcher to the 2030 challenges, is the one referred to educational leadership. Villa-Sánchez (2019), explains the importance of educational leadership as a promoter of significant changes in the educational institution, as well as in the models of how pedagogical work is done, since a transforming leader leads to learning new methodological trends in favor of promoting pedagogical changes. The commitment of the educational management in the action of institutional policies, exerts a motivation in the teaching leadership to conform a cooperative, dynamic and flexible work, in order to build a pertinent learning from the role of the researcher teacher as a transforming leader, a situation raised by Morgado et al. (2019), PDF generated from XML-JATS4R by Redalyc Non-profit academic project, developed under the Open Access Initiative 86 Julio Juvenal Aldana-Zavala, et al. Research and learning: Challenges in Latin America towards 2030. by conceiving the role of the manager from a transformational vision as necessary to achieve changes in the institution. Working from the conception of leadership based on emotional intelligence contributes to permeate the achievement of goals in the educational institution. Maya et al. (2019), argue that a professional praxis centered on the human, brings synergy to cooperative work. Izquierdo Rus et al. (2019) emphasize that, in cooperative work, students tend to have two problems: the first is that they do not like the work to be done, and the second is that they do not like with whom they are going to do it. Educational research is a cooperative work from the subject-subject epistemological perspective, it invites the teacher to reflect on his leadership in the pedagogical action, which should be motivating and conciliatory, in an attempt to balance the students' emotions in favor of research for lifelong learning. García-Garnica and Martínez-Garrido (2019), support the need for assertive school leadership to achieve institutional objectives, as a previous factor to establish effective cooperative learning. From this point of view, research should be supported by new ways of experiencing the class by the students, where they have the possibility of having greater protagonism and where research processes are involved. This vision does not escape the teacher who must handle new didactic styles to contribute to the transcendence of the traditional model to approaches that are in accordance with an education to 2030, insisting on the permanent and integral training of the teacher to assertively assume such challenges. Del Arco-Bravo et al. (2019), consider for this purpose, the intensification of the student-centered approach, since it allows encouraging motivation, especially among older students. 3.4 Towards an epistemological approach to education 2030 As mentioned above, it is necessary to foster an epistemological  competence in teacher researchers in order to question reality from a philosophical perspective of reality, with a view to 2030. Latin American education faces the challenge of transcending Cartesian rationality in the assumption of assuming an epistemic posture that allows it to identify itself for work that is pertinent and contextualized to its social reality. But what is this epistemology? It could be indicated that it moves in two seas: one from the complex Eurocentric vision emerging from the knowledge promoted from quantum physics versus that of classical physics; a second, related to a decolonial look, but is it possible to continue in a dichotomous struggle or is it viable to merge to build an inclusive vision from scientific knowledge. Collado-Ruano (2017a), highlights the symbolism of a society under construction, adhering from diverse epistemic angles, Latin America being an intercultural fusion and, therefore, mestizo in the epistemological - it is possible to experiment pedagogical methodologies to PDF generated from XML-JATS4R by Redalyc Non-profit academic project, developed under the Open Access Initiative 87 Alterity, 2020, vol. 16, no. 1, January-June, ISSN: 1390-325X / 1390-8642 to strengthen a scientific identity in the diverse and complex - favoring an ecosystem of knowledge among the cultures that inhabit a territory. It is an eternal construction towards the intercultural that will allow to combine an epistemological action where educational research is valued as a center to shape knowledge conducive to an inclusive education 2030. The power struggle between individuals and collectives, institutionalized in educational institutions that cling to a knowledge-power as primogenitor and superior to the detriment of other epistemic and methodical options is a cultural challenge to transcend in order to achieve the balance of the sustainability of knowledge. In complement, Collado-Ruano (2017b), proposes that "facing the challenges of the SDGs requires creating an ecology of knowledge that reintegrates different knowledge and human dimensions" (p. 246). The ecology of knowledge makes it possible to integrate ancestral, scientific, everyday knowledge or popular wisdom, to converge in a balance of knowledge relevant to providing a break with the polarized perspectives of education planned according to the dominant ideologies of political power. It is necessary to confront reality from the contribution of the various social actors in the construction of educational policies in reason of coexisting from education as a phenomenon of collective coexistence (Collado-Ruano et al., 2018), constituting pedagogical-research competences in coalition of ancestral sciences and scientific sciences. Good living can be a sustainable option for human equilibrium in that it seeks to coexist in a middle position between wealth and poverty, where ethical values can be cultivated as an expression of interrelation between living and non-living beings on the planet (Collado-Ruano, 2016), being necessary to review the economic model and its relationship with the biophysical laws of nature. Fernández-Galindez (2019) and Alfaro-Mardones et al. (2015), cooperate with the above by warning about the importance of ensuring transformation and self-reflection as a means of spiritual emotional healing, as a reference point to achieve changes in education and in the social, which implies that if it is not formed to  assume integrality as a pedagogical expression, the epistemological conceptions of different approach to traditional education, may be truncated in its effectiveness, endangering the option of achieving sustainability as an exercise for the good living of the global society. Acosta (2016) highlights the transdisciplinary construction of the university to train from the coexistence between the scientific and the dimensions that encompass the human being. It is a vision to converge in an ecology of knowledge and coexistence in the construction of sustainability in the daily work of educational actors, where training is conceived in building planetary citizenship, as a space for coexistence based on self-respect, between the sociological and nature, as highlighted by Aldana-Zavala and Colina-Ysea (2019). From the comprehensiveness of knowledge, it will be possible to contribute effectively to the achievement of a quality and inclusive education, PDF generated from XML-JATS4R by Redalyc Non-profit academic project, developed under the Open Access initiative 88 Julio Juvenal Aldana-Zavala, et al. Research and learning: Challenges in Latin America towards 2030. where different epistemological views can converge to build a better society. Henao-Villa et al. (2017), support by pointing out the importance that project-based learning provides to students, although this is distanced from the semester curriculum, which shows as evidence that although efforts are made by teachers to transcend the mechanistic without the proper curricular support, it will be an atomized effort that will not lead to massive changes in the student population, being one of the challenges to 2030, the curricular transformation towards a student-centered approach, supported from the pedagogical training in universities. López-Salazar (2019), collaborates indicating the need to structure public policies that are built from the communities, diagnosing their needs, a situation similar to that of education where the scenario of building from an episteme arises where the educational actors are involved in line with building curricula contextualized to their needs and interests without losing sight of the global as a scenario of collective coexistence. The transition to 2030 is an open invitation to configure new ways of doing education. Maldonado (2019), warns of the metamorphosis of the social sciences, a product of three reasons: "First reason: the world has changed (p. 115). Second reason: new ways of seeing, of explaining, therefore, new methods and new techniques appear (p. 117). Third reason: the ecosystem of science and knowledge has changed" (p. 118). Ignoring what has been said can lead to leaving aside multiple possibilities of doing science in favor of promoting appropriate actions in the next decade, technological advances continue every day and there is no certainty about the world in 2030. What is certain is that it will be different from today, the difference will be marked in how the educational and scientific protagonism is assumed, hopefully it will be a humanistic and integrating epistemological worldview of knowledge, leaving aside the dichotomy that proposes the supremacy of knowledge-power as a static nucleus of praxeological conformism of the educational actors. 4. Conclusions  The bibliometric review carried out envisions a horizon towards 2030, based on an education different from the traditional one, where the need to generate synergies of epistemologies, methods, techniques, in order to articulate a comprehensive educational management where differences become strengths through the intercultural interrelation of people is emphasized, knowledge, in a framework of mutual respect, acceptance of the diverse ideological positions to converge in an integrating curriculum in which work is done by areas contextualized to the social relevance of the glocality. Building an inclusive curriculum requires the leading contribution of all social actors, with the aim of building on the basis of what should be learned (1), what is to be learned (2) and what is necessary to learn (3). Three distinctions that differentiate themselves: 1. PDF generated from XML-JATS4R by Redalyc Non-profit academic project, developed under the open access initiative 89 Alterity, 2020, vol. 16, no. 1, January-June, ISSN: 1390-325X / 1390-8642 What is to be learned functions as the basics that everyone should learn. 2. What we want to learn is to give students the opportunity to be heard so that they can participate in the construction of knowledge, promoting a democratic society based on equity, respect, and self-determination of the person, as fundamental factors to configure an ethical, participatory, critical and reflective citizen, in the various socioeconomic processes that he/she faces every day. 3. What we want to learn is what society demands, the globalized world for its sustainable progress, so a student who is in the rural environment will be able to take action in terms of learning to work with the resources available in their context. Thus, the educational curriculum will seek to work on the conjunction of scientific knowledge, ancestral knowledge and technological practices as a necessary set to promote the good living of citizenship, avoiding exclusion in all its human and social extension. Thus, the curriculum projects a citizen with a sustainable global vision, so it is necessary that educational institutions rediscover themselves for this purpose, as the way of managing education must be based on the foundation of a muti, inter, transdisciplinary, complex, systemic and holistic epistemology, needing for this purpose to train active teachers at all levels of the educational system, future teaching professionals, for which universities are called to contribute today in the change of tomorrow. This cannot be achieved if there is not a correct participation of political, business, social, cultural and sports actors of the nation, since the contribution of all is needed to build educational policies where everyone perceives their contribution, generating identification with an educational curriculum for 2030, together with the necessary economic investment for education and its sustainability as a quality service to society. It is necessary to promote free education, but not to give it as a gift - that is, social actors must understand the great value of education, moving away from populist positions that perceive education as a set of votes and not as a set of thinking, critical and reflective citizenship. If Latin America really wants to grow, progress, and stop being the continent of hope to be the global protagonist, it must converge in a truly critical, productive and sustainable education, this implies amplifying in the curriculum the perspective of entrepreneurship,  repealing the position of the wage earner. It is of no similar significance to attend school with the conviction of training to one day become an employee than to produce and innovate in order to transform society. It is there where the vision towards research could be turning to styles where sustainable invention is promoted for the productivity of glocality, it is to promote a diversified economy not exclusively dependent on the State pattern, being necessary to promote ethics as a transversal factor to contribute in the constitution of ethical, humanistic and cooperative people, in the construction of alliances for the ecological sustainability of the social ecosystem where they develop. PDF generated from XML-JATS4R by Redalyc Non-profit academic project, developed under the open access initiative 90 Julio Juvenal Aldana-Zavala, et al. Research and learning: Challenges in Latin America towards 2030. Bibliographic references Acosta, J. (2016). Interdisciplinarity and transdisciplinarity: perspectives for the conception of the university to come. [Interdisciplinarity and transdisciplinarity: perspectives for the conception of the university to come]. 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