CENTERS OF INTEREST. A CURRENT PROPOSAL TO TRANSFORM EDUCATION

Abstract

This essay critically analyzes the relevance and timeliness of Ovide Decroly’s Centers of Interest methodology as a transformative pedagogical alternative for public secondary education in Colombia. Faced with an educational system characterized by low performance in standardized tests, curricular disarticulation, student demotivation, and deep social and territorial inequalities, this work proposes reclaiming student-centered, integrative, and active pedagogical approaches. The Centers of Interest, conceived as curriculum organizers based on children's vital needs and real interests, provide a humanistic and innovative response to still-dominant traditional models. Through a documentary and reflective approach, this essay argues that Decroly’s proposal is more than a method, it is an educational philosophy that promotes autonomy, cooperation, critical thinking, and meaningful learning. It also explores its theoretical foundations, historical development in Colombia, and practical guidelines for implementation in schools, considering the transformative role of teachers and the active participation of students. In conclusion, the essay highlights the importance of adapting Decroly’s legacy to current realities, recognizing in his principles a pathway for reimagining the school as a space for life, knowledge, and equity.