| Revista: | Horizonte pedagógico (La Habana) |
| Base de datos: | |
| Número de sistema: | 000568275 |
| ISSN: | 2310-3648 |
| Autores: | Centurión Hurtado, Gretell1 González Martínez, María de la Caridad2 |
| Instituciones: | 1Educación, 2Metodóloga de la Dirección Municipal de Educación. Playa. La Habana Cuba, |
| Año: | 2024 |
| Volumen: | 13 |
| País: | Cuba |
| Idioma: | Español |
| Resumen en inglés | The National Education System faces new challenges, seeking to achieve modes of action that take shape in the formation of behavioral habits, values and feelings; as well as in the interest in study, relationships with their peers and adults and the formation of a personality in accordance with the principles of society and in a common environment for all, under favorable educational influences in correspondence with their particularities, responding to the objectives of the 2030 Agenda for Sustainable Development. Currently, the preparation and generalization, in some of the territories, of what is stated in Ministerial Resolution 111 of 2022 of the III Improvement of Education in Cuba, in the specialty of behavioral disorders, to face this problem continues to be insufficient. challenge. The objective of this article is to prepare managers and teachers of the Habana del Este municipality, designing concrete actions that emphasize the need for the child to be educated in the most normal conditions possible, in the least restrictive, most socializing and possible developer, responding from the expansion and diversification of services in the Special Schools for Behavioral Disorders with greater preparation of teachers and directors in each of the country's territories, as well as the school integration of students with behavioral disorders. behavior in the Cuban primary school. The study of the theory and diagnostic verification required the application of the methods: analytical-synthetic, inductive-deductive and modeling; as well as observation, interview and survey. |
| Resumen en español | El Sistema Nacional de Educación se enfrenta a nuevos desafíos, intencionando el logro de modos de actuación que se concretan en la formación integral; en un medio común para todos, dando respuesta a los objetivos de la Agenda 2030 de Desarrollo Sostenible. Para enfrentar este reto el presente artículo tiene como objetivo contribuir a la implementación del Centro Especializado en Servicios Educacionales en el municipio Habana del Este a corto plazo, diseñando acciones concretas para que el niño se eduque en un medio menos restrictivo, más socializador y desarrollador, dando respuesta desde la ampliación y diversificación de los servicios en la Escuela Especial de trastornos de la conducta, así como la integración escolar de estos educandos en la escuela primaria cubana. El estudio de la teoría y la constatación diagnóstica requirió de la aplicación de los métodos: analítico-sintético, inductivo-deductivo y modelación; así como la observación, entrevista y encuesta. Los cuales permitieron constatar la insuficiente preparación de los directivos y docentes para la generalización de la Resolución Ministerial 111 de 2022 del III Perfeccionamiento de la Educación en Cuba, permitiendo a partir de la implementación de la propuesta elevar la preparación de los directivos, docentes y agentes socioeducativos que interactúan en la formación de estos educandos, sirviendo de base los fundamentos teóricos y normativos elevar la calidad de la atención s estos educandos en el contexto regular con influencia positiva de todos los factores implicados con una mayor cantidad de beneficiarios en la población hasta los 18 años.Abstract: The National Education System faces new challenges, seeking to achieve modes of action that take shape in the formation of behavioral habits, values and feelings; as well as in the interest in study, relationships with their peers and adults and the formation of a personality in accordance with the principles of society and in a common environment for all, under favorable educational influences in correspondence with their particularities, responding to the objectives of the 2030 Agenda for Sustainable Development. Currently, the preparation and generalization, in some of the territories, of what is stated in Ministerial Resolution 111 of 2022 of the III Improvement of Education in Cuba, in the specialty of behavioral disorders, to face this problem continues to be insufficient. challenge. The objective of this article is to prepare managers and teachers of the Habana del Este municipality, designing concrete actions that emphasize the need for the child to be educated in the most normal conditions possible, in the least restrictive, most socializing and possible developer, responding from the expansion and diversification of services in the Special Schools for Behavioral Disorders with greater preparation of teachers and directors in each of the country's territories, as well as the school integration of students with behavioral disorders. behavior in the Cuban primary school. The study of the theory and diagnostic verification required the application of the methods: analytical-synthetic, inductive-deductive and modeling; as well as observation, interview and survey.Keywords: primary school, school integration, teacher improvement, behavioral disorders. |
| Palabras clave: | escuela primaria, integración escolar, superación del docente, trastornos de la conducta |
| Keyword: | primary school, school integration, teacher improvement, behavioral disorders |
| Texto completo: | Texto completo (Ver PDF) Texto completo (Ver HTML) |
