Serie de documentos ESINED, 2019 No. 2 DIAGNÓSTICO ESTRATEGIA DE INTEGRACIÓN EDUCATIVA ESINED. Currículo, Recursos Educativos y Formación Docente

Deyanira Alfonso Sanabria

COORDINADORA DEL COMPONENTE FORMACIÓN DOCENTE

Mercedes González Sanmamed

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13

¿Cuáles son los saberes, competencias y habilidades que priorizan

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de aprendizaje? ¿Cómo opera la evaluación de los aprendizajes en la

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recursos educativos físicos y digitales crean, compran, regulan o

seleccionan los Estados? ¿Podrán los países responder activamente

a la oportunidad de la riqueza digital para ampliar el derecho a la

educación y revertir desigualdades sociales?

¿Qué aprendizajes se ofrecen hoy a los futuros docentes para

asegurar su mejor desempeño profesional y su preparación para

dar respuesta a las exigencias de la escuela y la sociedad?, ¿Cómo se

diseñan, desarrollan y evalúan las propuestas de formación docente

para propiciar la adecuada capacitación de los profesores?, ¿Qué

tipo de acompañamiento reciben los profesores en el desarrollo

de su carrera profesional para actualizarse tanto disciplinar como



2. METODOLOGÍA

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DIAGNÓSTICO DEL

COMPONENTE :

CURRÍCULO

CHILE COLOMBIA CUBA ECUADOR

ESPAÑA MÉXICO PANAMÁ

PARAGUAY



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21

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Políticas y contexto del desarrollo curricular

Resultado 1. El concepto de currículo en las normativas

ministeriales

Los documentos ministeriales de los países participantes utilizan

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como explicitación de los objetivos de aprendizaje del sistema, hasta

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22

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23

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24

Resultado 2. Objetivos comunes

para el proceso educativo escolar

Con muy pocos matices, es

SRVLEOHLGHQWLȴFDUXQDVHULH

de elementos comunes en

ODGHȴQLFLµQJHQHUDOGHORV

objetivos de la educación en

todos los países participantes.

/DGHȴQLFLµQGHORVSD¯VHVSDUWLFLSDQWHVHQOD (6Ζ1(' PXHVWUD LPSRUWDQWHV FRQJUXHQFLDV HQODGHȴQLFLµQGHVXVȴQHV\REMHWLYRVHGX- FDWLYRVTXHPDUFDQXQDVLQWRQ¯DFRQWHQGHQ-FLDVJOREDOHV\ORVIRFRVGHODHGXFDFLµQHQOD DFWXDOLGDG /RV HOHPHQWRV P£V SUHVHQWHV HQ SU£FWLFDPHQWH WRGRV ORV SD¯VHV KDFHQ UHIH-UHQFLDV DO 'HVDUUROOR 3HUVRQDO OD )RUPDFLµQ ΖQWHJUDO OD &LXGDGDQ¯D 'HPRFU£WLFD OD &RQ-FLHQFLD $PELHQWDO \ HO GHVDUUROOR JHQHUDO GH ODV KDELOLGDGHV EODQGDV SHQVDPLHQWR FU¯WLFR FRPXQLFDFLµQ HO GHVDUUROOR GH OD FDSDFLGDG GHHPSUHQGHUHQGLIHUHQWHVFRQWH[WRV 8QHOHPHQWRFHQWUDOTXHHVW£SUHVHQWHHQWR-GDV ODV GHȴQLFLRQHV GH REMHWLYRV REVHUYD8QHOHPHQWRFHQWUDOTXHHVW£SUHVHQWHHQWR-GDV HV OD JHVWLµQ GHO FRQRFLPLHQWR \ GHO SURSLR DSUHQGL]DMH6LELHQVHPHQFLRQDGHGLVWLQWDV IRUPDV \ DEDUFD P£V GH XQ VROR HQXQFLDGR HQ SU£FWLFDPHQWH WRGRV ORV GRFXPHQWRV RE-VHUYDGRV VH KDQ DJOXWLQDGR HQ WRUQR D HVWH FRQFHSWR WRGRV ORV SURFHVRV GH DGTXLVLFLµQ GHFRQRFLPLHQWRVUHOHYDQWHVSRUSDUWHGHORV

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Resultado 3. Currículos con el aprendizaje en el centro

desarrollo

conocimientos

desarrollar

actitudes

educandos

derechos

comprender

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(VHQHVWHFRQWH[WRTXHVXUJLU£QQXHYRVHQIR-TXHVFXUULFXODUHV\IRUPDVGHHQWHQGHUWDQWR OD RUJDQL]DFLµQ FRPR ORV FRQWHQLGRV1 _GHO FX-UU¯FXOR

En líneas generales los países

participantes comparten

muchos criterios y conceptos

HQVXVGHȴQLFLRQHVFXUULFXODUHV

El concepto de aprendizaje

aparece como elemento central

y articulador en prácticamente

todos los países. Sin embargo,

las descripciones y nivel de

concreción del currículo varían

mucho.



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$V¯VLELHQHVXQDWHQGHQFLDFODUDHOJLURKDFLD HODSUHQGL]DMHD¼QTXHGDPXFKRSRUKDFHUHQ HVWHVHQWLGRHQGDUFRQVLVWHQFLD\HPSRGHUDU DORVGLVWLQWRVDFWRUHVFRQODVKHUUDPLHQWDV\ ODV DWULEXFLRQHV QHFHVDULDV SDUD SRGHU JHV-WLRQDUXQDHGXFDFLµQTXHVHRULHQWDKDFLDHO DSUHQGL]DMHGHORVHVWXGLDQWHV 1_{(OFRQFHSWRGHȊFRQWHQLGRFXUULFXODUȋVHYDDHQWHQGHUHQHVWHGRFXPHQWR\HQORVXFHVLYRHQVXVHQWLGRDPSOLR} YDOHGHFLUFRQ«OVHKDU£UHIHUHQFLDDWRGRVORVHOHPHQWRVTXHSUHVFULEHHOFXUU¯FXORLQGHSHQGLHQWHPHQWHVLVRQFR-QRFLPLHQWRVVDEHUHVKDELOLGDGHVFRPSHWHQFLDVDVXPLHQGRTXHHQWUHHVWRVFXDWURFRQFHSWRVWDPEL«QVHHVWDEOHFHQ GLIHUHQFLDVFODUDV(VLPSRUWDQWHKDFHUHVWDDFODUDFLµQHQHVWHSXQWRSDUDTXHQRVHSURGX]FDODDVRFLDFLµQPHF£QLFD TXHWUDGLFLRQDOPHQWHVHKDFHHQWUHȊFRQWHQLGRFXUULFXODUȋ\ȊFRQRFLPLHQWRVGLVFLSOLQDUHVȋ

(QODJU£ȴFDVHSXHGHREVHUYDU

como los términos más usados

por los distintos países al

momento de enfrentar estas

temáticas son los de Educación,

Aprendizaje, Estudiantes. Estos

énfasis discursivos marcan

una tendencia clara que

vincula el proceso educativo al

aprendizaje.

aprendizaje

educación

proceso

competencias

social

_conocimiento

curricular

evaluación

educativo

estudiantes

nacional

docentes

desarrollo

educativa



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(VWRV «QIDVLV GLVFXUVLYRV HQ ORV GRFXPHQWRV FXUULFXODUHVQRVYXHOYHQDKDEODUGHODVWHQ- VLRQHVH[LVWHQWHVHQHOFXUU¯FXOR'RQGHGHV- GHODGHFODUDFLµQGHREMHWLYRVSDUHFLHUDHQID-WL]DUVHXQHQIRTXHDFDGHPLFLVWDTXHOXHJRVH YHUHODWLYL]DGRSRUHOIRFRHQHODSUHQGL]DMH\ FRQXQDYDORUDFLµQQRPD\RUPHQWHGLVWLQWLYD HQWUH GHVDUUROOR GH FRPSHWHQFLDV \ DGTXLVL-FLµQGHFRQRFLPLHQWRV

desarrollo

conocimientos

desarrollar

actitudes

educandos

derechos

comprender

El concepto de conocimientos, si bien es un componente central del

proceso educativo, alcanza una preponderancia que no se condice con

las declaraciones referidas al foco en el aprendizaje, donde ni cede su

lugar a otros conceptos como desarrollo de habilidades, competencias,

o actitudes.



(QUHODFLµQDORVPDUFRVGHGHVDUUROORGHORV REMHWLYRV VH SXHGH DSUHFLDU XQ FODUR DFHQWR KDFLD XQD HGXFDFLµQ YROFDGD D OD VRFLHGDG \ HOGHVDUUROORGHODSHUVRQD/RVGRFXPHQWRV GH ORV VLVWHPDV PD\RULWDULDPHQWH GHFODUDQ WHQHU FRPR REMHWLYRV FHQWUDOHV OD IRUPDFLµQ GH ORV VXMHWRV VLQ XQD FODUD UHODFLµQ FRQ ODV DJHQGDV GH GHVDUUROOR SD¯V $V¯ ORV PDUFRV HGXFDWLYRVVHHQFXHQWUDQFHQWUDGRVHQODIRU-PDFLµQGHODSHUVRQDVHJ¼QYDORUHVVRFLDOHV XQDHGXFDFLµQTXHVHYXHOFDP£VDODVRFLH-GDGTXHDODHFRQRP¯DRHOGHVDUUROORRP£V KDFLDHOLQGLYLGXRTXHKDFLDODFRPXQLGDG

educación

nacional

Intercultural

sostenible

sociedad

articulan

educativa social

calidad

desarro

llo

educativo

básica

general

orgánica

objetivo

(VWRQRVLJQLȴFDTXHGLFKDVWHP£WLFDVQRHV-W«QSUHVHQWHVHQORVGRFXPHQWRVVLQRTXHHO «QIDVLV\DTXHOORVDVSHFWRVTXHFRQOOHYDQPD-\RU HODERUDFLµQ HVW£Q YLQFXODGRV DO PXQGR GHOGHVDUUROORSHUVRQDORVRFLDO6RORDOJXQRV SRFRV SD¯VHV KDFHQ PHQFLRQHV H[SO¯FLWDV \ YLQFXODQORVREMHWLYRVHGXFDWLYRVFRQORVREMH-WLYRVRDJHQGDVGHGHVDUUROORSD¯VVLHQGRORV P£VFODURVHMHPSORV&XED5HS¼EOLFD'RPLQL-FDQD\(FXDGRU



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$OPRPHQWRGHGHVFULELUORVGRFXPHQWRVVH XWLOL]DQ FRQFHSWRV FRQVLVWHQWHV FRQ ORV ȴQHV GHFODUDGRV $O SUHJXQWDU SRU ODV SULQFLSDOHV RULHQWDFLRQHV GH OD SURSXHVWD FXUULFXODU \

GHȴQLFLRQHVTXHVXE\DFHQHQODHODERUDFLµQGHOGRFXPHQWRFXUULFXODU

e incluso en varios casos no se declara.

aprendizaje

competencias

objetivos

estudiantes

desarrollo

currículo

SRUHOHQIRTXHGHOSURFHVRHGXFDWLYRSODVPD-GRHQODSURSXHVWDORVFRQFHSWRVTXHP£VVH UHSLWHQVRQDSUHQGL]DMH\GHVDUUROORFRPSH-WHQFLDVRFXSDWDPEL«QXQOXJDUFHQWUDOHQORV GLVFXUVRVGHODVSURSXHVWDVFXUULFXODUHV\HQ HVWHFDVRDGLIHUHQFLDGHFXDQGRVHSODQWHDQ ORVREMHWLYRVP£VJHQHUDOHVGHODHGXFDFLµQHO FRQFHSWR GH ȆFRQRFLPLHQWRVȇ TXHGD EDVWDQWH UHOHJDGRHQUHODFLµQDORVPHQFLRQDGRVDQWHV

Sobre el enfoque del proceso

de enseñanza aprendizaje

presente en el documento

curricular, se observa en la

JU£ȴFDXQFRPSRUWDPLHQWR

coherente con la declaración

del foco educativo.



PRECISIÓN Y CLARIDAD

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En relación a las principales

orientaciones del documento

curricular, también se puede

observar coherencia tanto

con lo declarado como foco

educativo, como con el foco de

desarrollo de los documentos

curriculares.

aprendizaje

competencias

estudiantes

desarrollo

paradigma

aprender

conocimiento

HQVH³DQ]D

estudiantes

proceso

enfoque

31

Dimensión 2.

Sobre desarrollo curricular

Resultado 5. Elaboración Curricular y Participación Social

Todos los países declaran contar con procesos participativos de gestación

y elaboración del currículo escolar que involucran a diferentes actores

políticos y sociales.

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