Inteligencias múltiples y educación universitaria. Un aporte a la pedagogía crítica

Abstract

Thinking about a university education that transcends the modern western monocultural vision continues to be a great challenge for those of us who believe in a critical, plural, dialogical and intercultural pedagogy. Therefore, it is evident to value the contributions of the theory of multiple intelligences developed by Gardner to break with this epistemological bias of a univocal intelligence in the human being and to recognize the importance of training and learning from different cognitive perspectives that allow the strengthening of all the intelligences present in the individual in order to develop all their capacities and potentialities. In this sense, the purpose of this research is to analyze the theory of multiple intelligences and its contribution to university education through a qualitative methodology and from a hermeneutical approach that allows to assess and interpret the various contributions of both the reality addressed and the selection of bibliographic materials. It is concluded that the contribution of the theory of multiple intelligences in the university context seeks to rethink the epistemic and pedagogical route on training, taking into account each of the students' intelligences that allows them to develop their various personal qualities, to know themselves, and promote their life project framed in the socio-political and global reality of the great challenges that humanity faces in the XXI century.