| Revista: | Horizonte pedagógico (La Habana) |
| Base de datos: | |
| Número de sistema: | 000568337 |
| ISSN: | 2310-3648 |
| Autores: | Flores Linares, Raquel Eulalia1 Herrera Jiménez, Daisy1 |
| Instituciones: | 1Proyecto Institucional ¨Gestión Científica en el desarrollo educativo, local y comunitario¨, DME La Lisa, La Habana, |
| Año: | 2022 |
| Volumen: | 11 |
| Número: | 4 |
| Paginación: | 32-40 |
| País: | Cuba |
| Idioma: | Español |
| Resumen en inglés | The Third Improvement, as a continuous process of the National Education System, began (2014) the pedagogical experimentation of the new forms of work in institutions and educational modalities in six provinces of the country and later, in its generalization stage (2018) it was extended to all provinces and popular councils. Our province, Havana, participated in both moments, and the San Agustín council was selected. Teaching materials were also implemented by groups and grades established in the different educations and modalities. The new ways of working led to transformations in the functioning of educational institutions and modalities, aimed at making the student the center of the educational process, managing to raise its quality based on the system of activities and relationships designed. The institutional educational project and the group educational project materialize the curriculum (forms of work). This includes the complementary activities that promote the identity of this institutional curriculum. Among its typology are complementary programs, the objective of this article. During the accompaniment carried out at the Eterno Baraguá institution of Primary Education in La Lisa, instruments were applied to update the teaching diagnosis and to carry out complementary activities based on the application of theoretical, empirical and mathematical methods, the need for continue training teachers in the selection and development of complementary programs. The methodological preparations carried out for this purpose caused a great impact, enabling the development of new complementary programs to attend to educational needs and the proposal to structure workshops to teach in the improvement course at the municipal level. |
| Resumen en español | El Tercer Perfeccionamiento, como proceso continuo del Sistema Nacional de Educación, inició (2014) la experimentación pedagógica de las nuevas formas de trabajo en instituciones y modalidades educativas en seis provincias del país y posteriormente, en su etapa de generalización (2018) se extendió a todas las provincias y consejos populares. Nuestra provincia, La Habana, participó en ambos momentos, siendo seleccionado el consejo San Agustín. Se implementaron igualmente materiales docentes por grupos y grados establecidos en las diferentes educaciones y modalidades. Las nuevas formas de trabajo propiciaron las transformaciones del funcionamiento en las instituciones y modalidades educativas, encaminadas a que el educando sea el centro del proceso educativo logrando elevar la calidad del mismo a partir del sistema de actividades y relaciones diseñadas. El proyecto educativo institucional y el proyecto educativo de grupo materializan el currículo (formas de trabajo). Este comprende las actividades complementarias que propician la identidad de ese currículo institucional. Entre su tipología están los programas complementarios, objetivo de este artículo. Durante el acompañamiento realizado a la institución Eterno Baraguá de la Educación Primaria en La Lisa, se aplicaron instrumentos para la actualización del diagnóstico docente y la realización de actividades complementarias a partir de la aplicación de los métodos teóricos, empíricos y matemáticos se demostró la necesidad de continuar la preparación de los docentes en la selección y elaboración de programas complementarios. Las preparaciones metodológicas realizadas para ese fin causaron gran impacto posibilitando la elaboración de nuevos programas complementarios para la atención a necesidades educativas y la propuesta de estructurar talleres para impartir en el curso de superación a nivel municipal.Abstract: The Third Improvement, as a continuous process of the National Education System, began (2014) the pedagogical experimentation of the new forms of work in institutions and educational modalities in six provinces of the country and later, in its generalization stage (2018) it was extended to all provinces and popular councils. Our province, Havana, participated in both moments, and the San Agustín council was selected. Teaching materials were also implemented by groups and grades established in the different educations and modalities. The new ways of working led to transformations in the functioning of educational institutions and modalities, aimed at making the student the center of the educational process, managing to raise its quality based on the system of activities and relationships designed. The institutional educational project and the group educational project materialize the curriculum (forms of work). This includes the complementary activities that promote the identity of this institutional curriculum. Among its typology are complementary programs, the objective of this article. During the accompaniment carried out at the Eterno Baraguá institution of Primary Education in La Lisa, instruments were applied to update the teaching diagnosis and to carry out complementary activities based on the application of theoretical, empirical and mathematical methods, the need for continue training teachers in the selection and development of complementary programs. The methodological preparations carried out for this purpose caused a great impact, enabling the development of new complementary programs to attend to educational needs and the proposal to structure workshops to teach in the improvement course at the municipal level.Keywords: complementary program, curricular conception. |
| Palabras clave: | programa complementario, concepción curricular |
| Keyword: | complementary program, curricular conception |
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