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The recurrent changes that we are experiencing nowadays indicates that we are immerse in the XXI century, which means that we are facing a globalized society that requires an ethical, critical and aware individual capable to face the different problems that afflict their communities or country of residence. That is why talking about linking ethical values with university responsibility is necessary, considering that the vast Latin America must educate, not only and individual trained to carry out and activity in a certain discipline of knowledge, but also that he is responsible professional with the institution that formed him, as well as with the environmental, ecological, moral and social elements. This paper aims to describe the different definitions of University Social Responsibility (RSU) talking into account characteristics such as: 1.- Impact of this in the Globalized Society 2.-Emergence of the RSU concept, based on the laws that gave rise to it, 3.- Differences between Corporate Social Responsibility (RSE) and University Social Responsibility, 4.-Ethical values and their involvement with University Social Responsibility [ABSTRACT FROM AUTHOR]

This paper addresses two fundamental aspects in the context of contemporary educational thinking. On the one hand, it enters into characterizing the educational from the Latin American social, theoretical and historic context, describing the configurative components of the process from Freire, Maturana and Ilich, and on the other hand, developing a synthesis of the border proposals of the sciences of cognition through a comprehensive and active educational orientation base located in the context of the ecology of knowledge and the unique cultural mosaic of South America. The methodological basis is fundamentally hermeneutic and epistemological-political. The result is a contribution to the educational discussion revealing, the processes of educational transformation, both at a personal and community level. [ABSTRACT FROM AUTHOR]

The article aims to contrast the Freirian educational ontology with the current guidelines of decolonial pedagogy. To achieve this purpose, this papers considers three fundamental aspects: the first, raises the core elements of Paulo Freire's liberating education, which include the break with the banking conception of education, the humanizing process of pedagogy and the decoding of the world through words. Next, the critical postulates that, from the decolonial pedagogy, are made to the work of Freire are pointed out. Finally, the need to orient knowledge towards an epistemic reconfiguration of another, free of modern Eurocentric patterns, is postulated. [ABSTRACT FROM AUTHOR]