Diseminación del Modelo Humanista Integrador Basado en Capacidades y las Creencias Didáctico-Pedagógicas y Curriculares de los Docentes Universitarios

Abstract

This article analyzes the relationship between university faculty members’ implicit theories and the dissemination processes of the Integrative Humanistic Capability-Based Model (MHIC) at the Autonomous University of Tlaxcala. It is based on the premise that teachers’ beliefs, experiences, conceptions, and cognitive structures directly influence their pedagogical practices and the way they interpret and implement curricular innovations. The paper develops a theoretical reflection grounded in contributions related to implicit theories, teachers’ beliefs, pedagogical practice, and curricular dissemination, while also reviewing the main didactic-pedagogical and curricular foundations of the MHIC. It emphasizes that the adoption of an educational model cannot be reduced to the technical transmission of guidelines, but rather requires continuous processes of reflection, dialogue, mediation, and reconstruction of teachers’ conceptions. It is concluded that implicit theories constitute a determining factor in the implementation of university educational models and that effective curricular dissemination should promote permanent spaces for communication and critical analysis between those who design the curriculum and those who put it into practice.