Configuracionismo; paradigma del siglo XXI: una visión sistémica pedagógica en la práctica educativa

Abstract This opinion article aims to analyse configurationism as a paradigm of the 21st century from a systemic pedagogical perspective in educational practice. As well as the benefits that this paradigm brings to the improvement of contemporary education. Education in Mexico demands necessary revisions that inevitably promote progress, aspiring to a perfection that, like a distant bird, is always glimpsed in each participant if they diligently fulfil the tasks of their role. From the very beginning, political, social and cultural circumstances, especially the desire to match the progress of other developing nations, have defined the limits within which professional growth must be approached and facilitated. Learning is a changing and arduous journey, beyond the simple transmission of data; it is a quest, a navigating of the river of knowledge to understand and improve educational methodologies from a holistic perspective. This strategy recognises that knowledge does not flourish in solitude, but in a garden of interactions between learners, educators, digital tools and the cultural environment. Configurationism posits that each element of the educational scaffolding shapes unique learning experiences, demanding adaptability, universality and contextual relevance. In a world where innovation constantly reconfigures interactions with knowledge, this concept proposes tools and notions for building educational environments that meet individual and collective needs, thus seeding a future of inclusive progress. Keywords: Configurationism, paradigm, systemic, pedagogical.