Currículo Emprendedor, Pensamiento Complejo y Aprendizaje Autónomo: Una Lectura Antropológica en Contextos Universitarios del Pacífico Colombiano

Abstract

In contemporary higher education, entrepreneurship and autonomy have become central categories in educational discourse; however, their incorporation into curricula tends to respond to instrumental approaches that are decontextualized and ill-suited to the sociocultural realities of different regions. This article takes a theoretical and reflective approach to address and problematize these trends and proposes that heutagogy, understood as self-determined learning, when examined from an anthropological perspective, redefines and gives new meaning to autonomous learning, strengthening the educational processes of higher education institutions to make them more relevant, critical, and contextualized. On the other hand, it is argued that numerous practices that are now considered pedagogical innovations have been present in the past in communities in the Colombian Pacific, associated with dynamics of collaboration, intergenerational transmission of knowledge, and proximity to the environment. The results of the analysis reveal tensions between the hegemonic curricular models of higher education and local ways of learning and entrepreneurship, as well as the potential for an entrepreneurial curriculum based on complexity, interculturality, and situated autonomy.