Daniel Quineche, 15/02/1909
over a decade and a half is being promoted in country a new approach to school curriculum. Beyond the curriculum by subject and curriculum based on objectives (curriculum focused on teaching teachers) is to guide the compulsory basic education under the curriculum competency approach (curriculum focused on student learning.)
The turning point of a curriculum is competency-based education conceives of its relevance, in view of the needs and interests of students and social groups. To this remark emphasizes the competencies required to develop and be able to show basic education graduates. Ie trace the horizon which graduate to perform with success in facing the challenges of urban life, employment or academic post-basic.
competencies, although are embodied in the making or performance of individuals, they are the result of the development of cognitive skills for managing knowledge, concepts, theories and methodologies and psychomotor skills to perform manipulations and procedures practical as well as attitudes and values \u200b\u200bfaced their own and their impacts. However, the manifestation of these powers is also conditioned by the context in which it carries out the training period. From
this perspective, educational content, ie what to learn, grow rich as they not only have to learn the knowledge and procedures but also be aware of how attitudes and values \u200b\u200bunder which actions are performed.
Design National Curriculum of Basic Education (DCN), 2009 version has the following purposes:
1 .- Development of personal identity, social and cultural development in the framework of a democratic society, intercultural and ethical in Peru. 2 .- Domain
Castilian to promote communication among all Peruvians. 3 .-
language Preserving and promoting development and practice. 4 .- Knowledge
English as an international language.
5 .- Development of mathematical thinking and scientific and technological culture to understand and act in the world.
6 .- Understanding and appreciation of the geographical environment, history, present and future of humankind through the development of critical thinking.
7 .- Understanding the natural environment and its diversity, and development of environmental awareness-oriented risk management and wise use of natural resources in the context of modern citizenship.
8 .- Development of production capacity, innovative and entrepreneurial, as part of the construction project life of every citizen. 9.-Development
body and maintenance of physical and mental health.
10.-Development of creativity, innovation, appreciation and expression through the arts, humanities and sciences. 11.-domain
Technologies of Information and Communication Technology (ICT).
These aims can only be achieved if all curricular activities are oriented in those directions. For example, there will be a good understanding of the natural environment if it is not dominance of Castilian, English and mother tongue, if applicable. Nor if there is no ICT skills, creativity and innovation, without knowledge of the history and development of mathematical thinking, and less without an identity development. It also proposes a
educational attainment for each of the educational levels, among which the following for Secondary Education:
a) is recognized as a person in the process of biological and psychological changes and strengthens their identity and self-asserting their interests and aspirations of personal, familial, social and cultural act coherently from a strong set of values.
b) Communicates assertively and creatively their ideas, feelings, emotions, preferences and interests, through various forms of interaction and oral expression, written in different languages, demonstrating ability to resolve dilemmas, listening, reach agreements, build consensus.
c) Put in place a democratic way of life, in full exercise of their duties and rights, developing attitudes of tolerance, empathy and respect for differences, rejecting all forms of discrimination and contributing in building a united, from diversity.
d) demonstrates safety, personal mastery and confidence in making decisions to solve everyday situations and conflict, emphasizing dialogue and consensus to act with determination and autonomy over their future and others.
e) assesses the individual and the team as part of their personal and social development, demonstrating entrepreneurial attitude for the workplace, applying their skills and knowledge in the formulation and implementation of productive projects. He is interested in the progress of science and technology.
f) Rate and practice a healthy lifestyle and is responsible for its own integrity, is interested in caring for the environment.
g) demonstrates their potential, emphasizing their creative and critical care of their natural and social environment, building a Life Project and Country.
h) Learning to learn by reflecting and analyzing their cognitive processes, social-emotional and metacognitive knowledge building, innovating and researching permanently.
These achievements highlight the learning attitudes and values, bringing into play of emotional intelligence. Should also be addressed in its entirety in the entire curriculum development.
addition, the DCN is organized in terms of curricular areas requires a structure which is capable of displaying knowledge organized and prepared so far, needed to facilitate significant information processing and learning. The purpose is not to provide all the knowledge available, because this is impossible given their rapid growth and evolution. It is, to delineate the areas of knowledge so that students develop in them those capabilities that enable an efficient way to access that knowledge and make a useful and productive performance. In other words, is to represent the knowledge of objects or phenomena knowable, so that this representation share common elements with the "mental representation" that students create for themselves when they have learned.
One such area is called "Science, technology and environment." This area was conceived (1996) on the understanding that it was not enough to learn the science but also how they underpin the procedures to manage and even transform natural objects, and especially to be aware of their impact on the environment, unique habitat humanity (McLuhan), which includes himself and his organizations.
In the DCN, the area of \u200b\u200bCTA, still shows its limitations out of the classic organization of Physics and Chemistry (Physical World), Biology (Living World) and Anatomy and Physiology (Integral Health). The new is limited to that proposed as parallel lines in the two cycles or five grades of secondary education.
With this framework, the next step is for teachers to develop the program curriculum to guide learning actions of students during a school term. Officially, this step is called diversification of the curriculum. But in fact the construction of a curriculum under the Institutional Education Project and Local or Regional. For this there are two important requirements:
- Knowledge of the weaknesses and potential for student learning.
- Knowledge of the natural and cultural reality where the school is located and prospects of development to improve the quality of life in the locality or region.
Meanwhile, the curriculum and not a list of scientific topics to be developed (either by the teacher or student), than it is to identify situations "key" for understanding reality or development the place involving a set of "studies" (inquiries) that students will be addressed in different sessions characterized by the interaction of reality-(inquiry)-theory-(application)-actually.
Some examples:
Route 1 .-
Pollution-types-contaminated water-source-water cycle (temperature and state changes)-properties of water (solvent, hydraulic pressure)-properties and chemical structure of water- molecule-atom-atomic-periodic table of chemical elements.
Route 2 .-
Deforestation-cycle life of the tree-species tree-forest ecosystem-food chain components biogeochemical cycles-abiotic-chemical energy-energy-chemical structure.
Undoubtedly, today we face a great opportunity to reverse the scientism and the lack of relevance of the previous curriculum. Now there are those who "claim" the task of the teams of teachers from each and every one of the country's educational institutions. This is the time to strengthen the networks of teachers. His action and reflection can be advanced. This blog also binds to this cooperative effort to benefit our youth.
