WHAT SHOULD STUDENTS LEARN BASIC REGULAR? * Quineche
Daniel Meza, 25 February 2009.
Until the late twentieth century, the question we asked ourselves was what teachers must teach students?. The answer was the Ministry of Education through the Curriculum, Plans then called curriculum. These were unique and valid for the whole country. As these plans were a substantive set of issues organized under the logical sequence of scientific or humanistic discipline that served as a support. Therefore, in practice, only the teacher enough doses or, rather, to distribute the items according to the available time and complexity (easier in deeper primary and secondary) to carry out their work in a school year. In this way the teacher know in advance what to teach and, therefore, his only creative effort focused on teaching methodology. It added that in regard to the latter only two options: from theory to practice or practice into theory. In fact, theory and practice ran on parallel tracks, with a predominance of the theory.
The dynamics of events in modern times has led to increasing education should meet the learning needs of people, both individually and collectively. The trend is taking hold is that of a student-centered education and, above all, in their learning. From this point of view is relativized the importance of the topics and highlights the skills of individuals. A student is responsible not only when acting with different efficiency circumstances, but has criteria for deciding on the quality of their performance, both from the standpoint of its scientific, technological and humanistic, his abilities and skills, values \u200b\u200band personal principles as the framework conditions and prospects where it operates.
On the other hand, the country has begun a process of decentralization of education that goes by two nearly parallel tracks: the regionalization and municipal level, and has implemented a policy that promotes inclusive education and attention to diversity ( "Today, Peru calls for a National Curriculum Design (DCN) inclusive, meaningful, responsive the socio-cultural diversity and the demands of twenty-first century. ").
DCN-2008 In determining the decentralized education management bodies for the diversification of the curriculum. That is how the regional level competition is to provide guidelines for curriculum diversification regional, and local level is to provide guidelines for curriculum diversification. In this regard, they call attention to two points: a) the inclusion of two headings, the first on guidelines for regional diversification and the second instance on local guidelines for the diversification of the curriculum ("beyond the atavistic attachment of centralism, is there any other justification for this inclusion?; b) the claim that the regional document to be called: Regional Curriculum Design, Curriculum Proposal Regional or Regional Curriculum Guidelines (this uncertainty regarding the title of the document drafting is not a problem but a problem of design and content of the .) These pearls reinforce the idea that the Ministry of Education there is no clarity on the national policy to diversify the curriculum, the scope of each of the instances of decentralized management in the curriculum aspect, beyond geographically, and above all, on the joint of them all. Concern increases when the Ministry of Education provides that the DCN is applied from the current school year. Perhaps they know what is happening in reality, or if known, he disavows. Every law, a loophole reaffirms the voice of the people. The fact is that this year educational institutions across the country will have to develop their curricula with the only frame of reference the DCN (continuity of a pedagogical practice whose origins are lost in time).
But let's see how items are available for teachers to develop the proposed curriculum of the school and their curriculum for the school year. Components basic whole curriculum are its purposes and its contents.
About purposes. In the literature of DCN extract the following categories:
- Purposes of the EBR to 2021. These statements draw a picture of a young man with domains in overall dimensions (identity, communication, mathematical thinking and scientific and technological culture, creativity, innovation and appreciation) and discipline (English, geography and natural history, production, TIC). A striking distinction is between "the rule of Castilian to promote communication among all Peruvians" and "preserve the language breastfeeding and promote its development and practice. " Does it recognize the diversity of our peoples if for the Peruvian State Castilian remains the official language. Also, there remains the translation of these purposes on targets and indicators that allow measuring their progress and achievements. Children who are now 3 years, barring any interruption, in 2021 are culminating the EBR.
- educational achievement of students (features expected of students at the end of the EBR). These statements underscore the basic skills to be developed by students throughout the EBR.
- Educational attainment by level (Beginner, Elementary and Secondary). While acknowledging the need for joint stresses the differentiation of levels. "In addition to the specialties of the current teachers, there is some other explanation for it?;
- Powers and area per cycle (Early Childhood), competencies by area and by cycles (Primary and Secondary). What is the justification for leaving the logic of power on the cycle to pass competence in areas?, Why does it become us strengthen the curricular areas where the training sequence of cycles is EBR?.
Although it seems a problem of form, is not it, basically it is a problem in the design of the training of students and lack of clarity in formulating the formative intentions. Some observations:
- The organization of the EBR by level, courses and degrees. If the EBR to look like a whole, then proceed to narrow sections formative function, for example, levels of student development. As they continue the practice of developing the curriculum for levels will remain an expensive forward to his "joint." This situation is aggravated when the system of teacher training, and continuing, by level has not changed.
- The foliage of the purposes or intentions curriculum. Is there any justification for proposing a tree so lush of purpose or intent curriculum?. When a teacher, with much initiative and effort succeeds in awakening the interest of their students to know and understand the natural phenomena of their environment and appreciate how human activity is modifying endangering even their very existence, surely that action has been guided by the "powers of the area / cycle", the "educational attainment level," the "educational attainment of the student" and the "purposes of the EBR to 2021." What is the real contribution of the whole body of purposes to good pedagogical practice that promotes learning? This logic brings the memory of educational technology of the 70's when he described the need for a body of educational objectives at different levels of graduation. The clarity of a pedagogical proposal writing is not won more. In practice, the teacher will be guided by their own understanding of the curricular purpose, so that everything else is pure literature.
And what about the content, "learning" (learning content)? According to the literature of the DCN are:
- Cross-cutting themes. Defined as a response to current issues of concern affecting society and require priority attention. It mainly reflected values \u200b\u200band attitudes. Are planned and developed across all curriculum areas.
- Values. Assuming the situation of crisis of values \u200b\u200bin modern society (corruption, discrimination, social violence), it is proposed to work, from education, training oriented to the development of values, emphasizing three fundamental principles: respect for life , respect and democracy, and four fundamental values: justice, freedom and autonomy, respect and tolerance and solidarity.
- curricular areas. The curriculum organizes what learning areas in order to operationalize. Although the CSD does not define clearly the areas are understood as groups of learning content that will enable the development of skills. It is not easy to define the learning content directly from expertise because they refer to all dimensions of personal development and therefore do not refer directly to the disciplines is organized knowledge. Accordingly, disciplinary knowledge are not the only means for the development of skills. Other content such as attitudes and values \u200b\u200bthat are fundamental to the development of skills. However, to structure all learning content using some disciplines as relevant concepts without leading to confusion that the area is a particular discipline. From this perspective, the areas are organized into three components: skills, knowledge and attitudes. In this regard the DCN does not define or explain the reason for their inclusion or less how they are articulated between them.
- Capacities. Are expressed as statements that describe outstanding performances of students in the management of knowledge in the area, ie, are called procedures or procedural content. Examples: Match the animal picture and sound associated with producing and onomatopoeic imitation Initially, write original texts, considering its context and imagination-Primary, "examines the factors causing traffic accidents -Secondary.
- Knowledge. Are expressed as statements that define areas of disciplinary knowledge. For example: Number Relations, Force and Motion, Grammar and Spelling.
- Attitudes. Are expressed as statements that describe the student's behavior through which international stands ready emotionally about his own actions or those of their peers against certain situations. For example: Shows interest against communicative situations, is safe and persevering in their arguments; respects the views different from theirs.
What to do? is the question being posed by the classroom teacher. Now more than teachers never an educational institution have a team to face the challenge of building the proposed curriculum of the school and their respective programming (Mandate of the General Law of Education). To do their referents have to be the characteristics of their students (and potential learning needs), the characteristics of natural and socio-cultural context of school (current situation and development prospects) and the most significant elements of the institutional educational projects, local, regional and national (including the DCN). As a result of a deliberate act, the proposed curriculum of the educational institution must identify one or more themes that serve to articulate the educational proposal of the EBR (For example, production and entrepreneurship, health and nutrition, the duties and rights). These axes are used to discern the contribution training areas, either independently or articulated. Therefore, in this way establish certain criteria for grouping a variety of learning content (skills, abilities, knowledge, attitudes and values) that are graded according to developmental levels of students (units, projects or modules). The next step is to propose a set of learning activities that serve as vehicles for students work (identify, understand, implement or assess) the learning content and to organize the use of space and time available in reality. This proposal is being carried into the classroom and negotiated with students to decide the way forward in a job training where teachers and students collaborate to achieve the set goal.
This proposal aims and content of learning is the basis for students to show and appreciate their own learning achievements against those responsible for their training, their family and society. What is the DCN approach this?
The DCN is placed in a traditional position by associating with rating assessment, ie measurement. Are all student learning are measurable?, "Attitudes are measurable? The evaluation is to apply tools to collect information on student progress so that their achievements are measured with a rating scale. The rating score or note again, in practice, to be the ultimate goal to achieve. The teacher returns to its status evaluator. So why all this discourse on the aims and intentions and curricular levels. Suffice to say that the purpose of the EBR is that students meet the qualification of A or AD or 20. What is the minimum qualification for promotion from grade? Given the
limitations of the curriculum policy, reflected in the DCN, the teachers who for decades have been looking for and putting into practice pedagogical alternatives most relevant to the current situation of students and the reality of their communities and innovative to meet the challenges development and sharing in it, have to face the following tasks: assert in their best practices, continue searching for alternatives, open space for exchanging experiences, creating opportunities for internships for students and teachers form partnerships between institutions educational and community, participate in the design and implementation of project local and regional education and create space for the educational institution accountable for its achievements to the community.
What students learn from EBR is decided by the educational institutions which are distributed throughout the national territory, in a variety of geographic and socio-cultural scenarios. Of course, that this decision will be more relevant if the community participates in the school environment.
* Published in: Educational Day. Lima. IPP. Year XIV. No. 97. March 2009. P. 2-9.
Therefore, given the importance of mobile telephony, internet and video games have on our youth, we decided to take the Vuena will María José Vázquez, a countryman of ours, our family of a student, who lives in the Canary Islands taking advantage of a rental was offered to us to guide our students in managing these technologies. 
