ABSTRACT
Modern pedagogical discourse demonstrates that the pedagogy that prevailed in Latin America since 1880, the "normalizing pedagogy," has reached its limits. Its principal objective was to homogenize behaviors and ways of thinking in order to create and train citizens who would reproduce these behaviors and societal customs and speak the imposed language in public spaces. Latin American educational institutions lag far behind in terms of incorporating new educational technologies, and no one has seriously reflected on how to include the new technologies in educational processes without dehumanizing or harming teachers and their work. In Latin America, the dysfunction was compounded by unequal development in its different societies and by unfinished processes of the modernization of states. The concept of educational crisis coined by the educational and political discourse in the post-World War II period responded to the idea of "dysfunctionality" postulated by Emile Durkheim.
