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The processes of internationalization in higher education include a variety of complex institutional commitments by universities. Faced with this, Internationalization at Home (IeC) arises as an alternative mechanism for those institutions that initiate processes of implementation of this phenomenon, because within its possibilities is the inclusion of global content in the curricula of the programs they offer. Such is the case of the accounting program of the University of Magdalena, which offers a curriculum whose axis of professionalization, presents a potential for reform under the standards of accounting education (IES) of the International Federation of Accountants (IFAC). To establish this possibility, a preliminary conceptual tour was made under the work of a doctoral research, from which it is proposed that this institution initiate a curricular evaluation with a view to adapting the contents of IES IFAC, best practices in accounting education worldwide. This is possible, because the curricular processes, be they of formulation, evaluation, or reform, constitute institutional moments propitious to rethink the pedagogical north of the formative processes that these carry out inside their classrooms., Os processos de internacionalização no ensino superior, compreendem uma variedade de complexos compromissos institucionais a cargo das universidades. Diante disso, a Internacionalização em Casa (Iec) surge como mecanismo alternativo para aquelas instituições que iniciam processos de implementação deste fenômeno, pois dentro de suas possibilidades está a inclusão de conteúdos globais nos currículos dos programas que oferecem. Tal é o caso do programa de Contabilidade da Universidade do Magdalena, o qual oferece um currículo cujo eixo de profissionalização, apresenta um potencial de reforma sob os padrões de educação contábil (IES, por suas siglas em inglês) da Federação Internacional dos Contadores (IFAC). Para estabelecer esta possibilidade, foi realizado um percurso conceptual prévio em virtude dos trabalhos de uma investigação doutoral, propondo-se que esta instituição inicie uma avaliação curricular com vista à adaptação dos conteúdos dos IES da IFAC, considerados as melhores práticas de ensino de contabilidade a nível mundial. Isto é possível, pois os processos curriculares, sejam estes de formulação, avaliação ou reforma, constituem momentos institucionais propícios para repensar o norte pedagógico dos processos formativos que estas levam a cabo no interior de suas aulas., Los procesos de internacionalización en la educación superior comprenden una variedad de complejos compromisos institucionales a cargo de las universidades. Ante esto, la Internacionalización en Casa (IeC) surge como mecanismo alternativo para aquellas instituciones que inician procesos de implementación de este fenómeno, pues dentro de sus posibilidades está la inclusión de contenidos globales en los currículos de los programas que ofertan. Tal es el caso del programa de Contaduría de la Universidad del Magdalena, el cual ofrece un plan de estudios cuyo eje de profesionalización presenta un potencial de reforma bajo los estándares de educación contable (IES, por sus siglas en inglés) de la Federación Internacional de Contadores (IFAC, por sus siglas en inglés). Para establecer dicha posibilidad, se hizo un recorrido conceptual previo en virtud de las labores de una investigación doctoral, desde la cual se propone que esta institución inicie una evaluación curricular con miras a adaptar los contenidos de los IES de IFAC, considerados como las mejores prácticas de enseñanza contable a nivel mundial. Esto resulta posible, pues los procesos curriculares, sean estos de formulación, evaluación o reforma, constituyen momentos institucionales propicios para replantear el norte pedagógico de los procesos formativos que estas llevan a cabo al interior de sus aulas.

COVID-19 pandemic brought negative consequences in many areas and education was not the exception. That was the reason why it represented a threat to learning causing a massive closure of institutions and the nonpresence of students and teachers. Changes in the system were evident, this led to modify the onsite classes modality to another according to the circumstances of the moment. Therefore, virtual learning was massively implemented in the educational system as the most effective way to continue with the teachinglearning process. Its development was realized through electronic devices and video-call applications, chats, or software tools, all of them were functional by internet. This new "virtual education" was the opportunity for a curricular reform which was called "prioritized curriculum 2020". It was produced by the Ministry of Education with necessary changes to respond to the needs, interests and learning environments according to the context. In this way, this research pretends to know about the changes in the teaching-learning history process produced by the application of the 2020 curriculum. This study was carried out in the first year of high school of the "Unidad Educativa del Milenio Paiguara". The applied methodology was “qualitative” through student’s surveys and Social Sciencies teacher’s interviews. The information collected showed the development of virtual classes and their adaptation to this way of teachinglearning

COVID-19 pandemic brought negative consequences in many areas and education was not the exception. That was the reason why it represented a threat to learning causing a massive closure of institutions and the nonpresence of students and teachers. Changes in the system were evident, this led to modify the onsite classes modality to another according to the circumstances of the moment. Therefore, virtual learning was massively implemented in the educational system as the most effective way to continue with the teachinglearning process. Its development was realized through electronic devices and video-call applications, chats, or software tools, all of them were functional by internet. This new "virtual education" was the opportunity for a curricular reform which was called "prioritized curriculum 2020". It was produced by the Ministry of Education with necessary changes to respond to the needs, interests and learning environments according to the context. In this way, this research pretends to know about the changes in the teaching-learning history process produced by the application of the 2020 curriculum. This study was carried out in the first year of high school of the "Unidad Educativa del Milenio Paiguara". The applied methodology was “qualitative” through student’s surveys and Social Sciencies teacher’s interviews. The information collected showed the development of virtual classes and their adaptation to this way of teachinglearning

COVID-19 pandemic brought negative consequences in many areas and education was not the exception. That was the reason why it represented a threat to learning causing a massive closure of institutions and the nonpresence of students and teachers. Changes in the system were evident, this led to modify the onsite classes modality to another according to the circumstances of the moment. Therefore, virtual learning was massively implemented in the educational system as the most effective way to continue with the teachinglearning process. Its development was realized through electronic devices and video-call applications, chats, or software tools, all of them were functional by internet. This new "virtual education" was the opportunity for a curricular reform which was called "prioritized curriculum 2020". It was produced by the Ministry of Education with necessary changes to respond to the needs, interests and learning environments according to the context. In this way, this research pretends to know about the changes in the teaching-learning history process produced by the application of the 2020 curriculum. This study was carried out in the first year of high school of the "Unidad Educativa del Milenio Paiguara". The applied methodology was “qualitative” through student’s surveys and Social Sciencies teacher’s interviews. The information collected showed the development of virtual classes and their adaptation to this way of teachinglearning

The recent transformation of the Latin American university has been defined by the needs and premises of the neoliberal model. In this article, we discuss some of its social impacts in Colombia through the analysis of the logics that such transformations have implied for private universities; in particular, academic management, teacher recruitment, and teacher evaluation, as well as knowledge production. Since it is a market-driven university model, the strategies of epistemological control, in private institutions, limit not only the possibilities of linking research to subaltern social sectors, but also the promotion of knowledge considered unproductive. As corporate limits to critical knowledge in the country, such impacts not only account for the effects of the neoliberal model, but also have been one of the strategies for its deepening., La transformación reciente de la Universidad latinoamericana ha sido definida por las necesidades y premisas del modelo neoliberal. En este artículo tratamos algunos de sus impactos sociales en Colombia por medio del análisis de las lógicas que tales transformaciones han implicado para las universidades privadas; en particular, la gestión académica, la contratación y evaluación docente, así como la producción de conocimiento. Puesto que se trata de un modelo universitario en función del mercado, las estrategias de control epistemológico en las instituciones privadas delimitan no solo las posibilidades de vincular la investigación a sectores sociales subalternos, sino también la promoción de conocimientos considerados improductivos. Como límites corporativos al conocimiento crítico del país, tales impactos no solo dan cuenta de los efectos del modelo neoliberal, sino que han sido una de las estrategias para su profundización.

Education in our societies continues to be anchored in a curriculum based on the paradigm of modern rationality that not only fragments knowledge but also maintains a linear relationship between the educator and the learner in its pedagogical conceptions, therefore, it is urgent to devise a pedagogy to develop a new dialogical rationality through inter and transdisciplinary encounter not only with science itself, but also with other knowledge, building a new decolonial epistemology. In this sense, this study's general objective is to characterize complex thinking in third year students of General Unified High School of the “Lic. Miguel Salinas Educational Unit” of the San Antonio de las Aradas parish. Supported by a quantitative and qualitative methodology, hermeneutics is made for the interpretation and understanding of what is observed, from a non-experimental descriptive purposeful design we worked with a population of 25 students, collecting the information through a questionnaire with 13 items for this article. It is concluded that the thought of complexity, transdisciplinarity and decolonial pedagogy are the epistemic bases for an educational curriculum reform that promotes trans and interdisciplinary work in educational spaces and incorporates other disciplines and modules of alternative studies and upholds a well-founded educational conception. in dialogicity, intersubjectivity, alterity, transculturality and interculturality other., La educación en nuestras sociedades sigue anclada en un currículo fundado en el paradigma de la racionalidad moderna que no solo fragmenta el conocimiento sino que mantiene en sus concepciones pedagógicas una relación lineal entre el educador y educando, por lo que, se hace urgente idear una pedagogía que desarrolle una nueva racionalidad dialógica a través del encuentro inter y transdisciplinario no solamente con la ciencia misma, sino también con otros saberes, construyendo una nueva epistemología decolonial. En este sentido, este estudio tiene como objetivo general caracterizar el pensamiento complejo en estudiantes de tercero de bachillerato General Unificado de la “Unidad Educativa Lic. Miguel Salinas” de la parroquia San Antonio de las Aradas. Apoyado en una metodología cuantitativa y cualitativa se hace hermenéutica para la interpretación y comprensión de lo observado, desde un diseño no experimental descriptivo propositivo se trabajó con una población de 25 estudiantes, recopilándose la información a través de un cuestionario con 13 ítems para este artículo. Se concluye, que el pensamiento de la complejidad, la transdisciplinariedad y pedagogía decolonial son las bases epistémicas para una reforma curricular educativa que promueva el trabajo trans e interdisciplinario en los espacios educativos e incorpore otras disciplinas y módulos de estudios alternativos que le permita enarbolar una nueva concepción educativa fundada en la dialogicidad, intersubjetividad, alteridad, transculturalidad e interculturalidad otra.

The recent transformation of the Latin American university has been defined by the needs and premises of the neoliberal model. In this article, we discuss some of its social impacts in Colombia through the analysis of the logics that such transformations have implied for private universities; in particular, academic management, teacher recruitment, and teacher evaluation, as well as knowledge production. Since it is a market-driven university model, the strategies of epistemological control, in private institutions, limit not only the possibilities of linking research to subaltern social sectors, but also the promotion of knowledge considered unproductive. As corporate limits to critical knowledge in the country, such impacts not only account for the effects of the neoliberal model, but also have been one of the strategies for its deepening., La transformación reciente de la Universidad latinoamericana ha sido definida por las necesidades y premisas del modelo neoliberal. En este artículo tratamos algunos de sus impactos sociales en Colombia por medio del análisis de las lógicas que tales transformaciones han implicado para las universidades privadas; en particular, la gestión académica, la contratación y evaluación docente, así como la producción de conocimiento. Puesto que se trata de un modelo universitario en función del mercado, las estrategias de control epistemológico en las instituciones privadas delimitan no solo las posibilidades de vincular la investigación a sectores sociales subalternos, sino también la promoción de conocimientos considerados improductivos. Como límites corporativos al conocimiento crítico del país, tales impactos no solo dan cuenta de los efectos del modelo neoliberal, sino que han sido una de las estrategias para su profundización.

Education in our societies continues to be anchored in a curriculum based on the paradigm of modern rationality that not only fragments knowledge but also maintains a linear relationship between the educator and the learner in its pedagogical conceptions, therefore, it is urgent to devise a pedagogy to develop a new dialogical rationality through inter and transdisciplinary encounter not only with science itself, but also with other knowledge, building a new decolonial epistemology. In this sense, this study's general objective is to characterize complex thinking in third year students of General Unified High School of the “Lic. Miguel Salinas Educational Unit” of the San Antonio de las Aradas parish. Supported by a quantitative and qualitative methodology, hermeneutics is made for the interpretation and understanding of what is observed, from a non-experimental descriptive purposeful design we worked with a population of 25 students, collecting the information through a questionnaire with 13 items for this article. It is concluded that the thought of complexity, transdisciplinarity and decolonial pedagogy are the epistemic bases for an educational curriculum reform that promotes trans and interdisciplinary work in educational spaces and incorporates other disciplines and modules of alternative studies and upholds a well-founded educational conception. in dialogicity, intersubjectivity, alterity, transculturality and interculturality other., La educación en nuestras sociedades sigue anclada en un currículo fundado en el paradigma de la racionalidad moderna que no solo fragmenta el conocimiento sino que mantiene en sus concepciones pedagógicas una relación lineal entre el educador y educando, por lo que, se hace urgente idear una pedagogía que desarrolle una nueva racionalidad dialógica a través del encuentro inter y transdisciplinario no solamente con la ciencia misma, sino también con otros saberes, construyendo una nueva epistemología decolonial. En este sentido, este estudio tiene como objetivo general caracterizar el pensamiento complejo en estudiantes de tercero de bachillerato General Unificado de la “Unidad Educativa Lic. Miguel Salinas” de la parroquia San Antonio de las Aradas. Apoyado en una metodología cuantitativa y cualitativa se hace hermenéutica para la interpretación y comprensión de lo observado, desde un diseño no experimental descriptivo propositivo se trabajó con una población de 25 estudiantes, recopilándose la información a través de un cuestionario con 13 ítems para este artículo. Se concluye, que el pensamiento de la complejidad, la transdisciplinariedad y pedagogía decolonial son las bases epistémicas para una reforma curricular educativa que promueva el trabajo trans e interdisciplinario en los espacios educativos e incorpore otras disciplinas y módulos de estudios alternativos que le permita enarbolar una nueva concepción educativa fundada en la dialogicidad, intersubjetividad, alteridad, transculturalidad e interculturalidad otra.

Based on theorists who consider curriculum a process historically conditioned and determined by contextual factors, this article analyzes the curricula of the Normalistic (primary school) teachers career in the state of Sinaloa, Mexico, over more than a century: from the beginning of the school teacher career at the old Colegio Rosales in 1874, until 1984, when it became a bachelors’ degree. This study was carried out under the methodological approach of critical hermeneutics, specifically taking up the approaches of Jürgen Habermas. The educational institutions of Sinaloa that ground the study are the Normal school which, under different names, depended on the previous institutions to what is now the Universidad Autónoma de Sinaloa (from 1881 to 1947), the Escuela Normal Urbana Vespertina that operated from 1947 to 1949, and the current Escuela Normal de Sinaloa which was founded on January 1, 1950. In the results section it is shared a proposal for the periodization of teacher training in Sinaloa, which is made of four stages: a) equivalent to primary studies (1874-1895), b) equivalent to high school studies (1895-1940), c) as a sub-profession (1940-1984) and d) as a profession (from 1984 to the present)., Con base en teóricos del currículo que consideran a este como un proceso históricamente condicionado y determinado por los factores del contexto, en este artículo se analizan los planes de estudio de la carrera de profesor normalista en el estado de Sinaloa, México, a lo largo de más de un siglo: desde que se instituyó la carrera de profesor de primeras letras en 1874, en el antiguo Colegio Rosales, hasta 1984, año en el que se elevó a nivel licenciatura. La investigación se realizó bajo el enfoque metodológico de la hermenéutica crítica, retomándose específicamente los planteamientos de Jürgen Habermas. Las instituciones educativas sinaloenses que se toman como base son la Escuela Normal que con distintos nombres dependió de las instituciones antecedentes de la hoy Universidad Autónoma de Sinaloa (de 1881 hasta 1947), la Escuela Normal Urbana Vespertina que funcionó de 1947 a 1949 y la actual Escuela Normal de Sinaloa que inició sus funciones el primero de enero de 1950. En los resultados, se comparte una propuesta de periodización de la formación de los profesores en el estado de Sinaloa, la cual comprende cuatro etapas: a) equivalente a estudios primarios (1874-1895), b) equivalente a estudios de bachillerato (1895-1940), c) como subprofesión (1940-1984) y d) como profesión (desde 1984 hasta la actualidad).

In this paper we propose an analysis of the formulation and implementation of curricular reform in the State of São Paulo, from the São Paulo Faz Escola Program, based on the analytical models of public policies of Anglo-Saxon researchers, whose contributions were discussed by Viana (1996). and Rua (2013), and Stephan Ball's and Richard Bowe’s (1992) policy cycle. We note that the issue of the quality of education has entered the government agenda in the context of the rise of neoliberal ideology in the country and curriculum reform has emerged as an alternative for improving educational rates, being implemented on a programmed basis without teachers' participation in the decision-making process, in line with other policies at the national and state levels., Neste artigo propomos uma análise da formulação e implemen-tação da reforma curricular no Estado de São Paulo, a partir do Programa São Paulo Faz Escola, com base nos modelos analíticos de políticas públicas de pesquisadores anglo-saxões, cujas contribuições foram discutidas por Viana (1996) e Rua (2013), e no ciclo de políticas de Stephan Ball e Richard Bowe (1992). Constatamos que a questão da qualidade da educação entrou na agenda governamental no contexto de ascensão da ideologia neoliberal no país e a reforma curricular surgiu como alternativa para melhoria dos índices educacionais, sendo imple-mentada de forma programada sem participação dos professores no processo decisório, em consonância com outras políticas em âmbito nacional e estadual., En este artículo proponemos un análisis de la formulación e implementación de la reforma curricular en el Estado de São Paulo, del Programa Faz Escola de São Paulo, basado en los modelos analíticos de políticas públicas de investigadores anglosajones, cuyas contribuciones fueron discutidas por Viana (1996) y Rua (2013), y el ciclo de políticas de Stephan Ball e Richard Bowe (1992). Observamos que el tema de la calidad de la educación ha entrado en la agenda del gobierno en el contexto del surgimiento de la ideología neoliberal en el país y la reforma curricular ha surgido como una alternativa para mejorar los índices educativos, implementada de manera programada sin la participación de los docentes en el proceso de toma de decisiones, en línea con otras políticas a nivel nacional y estatal.

Based on theorists who consider curriculum a process historically conditioned and determined by contextual factors, this article analyzes the curricula of the Normalistic (primary school) teachers career in the state of Sinaloa, Mexico, over more than a century: from the beginning of the school teacher career at the old Colegio Rosales in 1874, until 1984, when it became a bachelors’ degree. This study was carried out under the methodological approach of critical hermeneutics, specifically taking up the approaches of Jürgen Habermas. The educational institutions of Sinaloa that ground the study are the Normal school which, under different names, depended on the previous institutions to what is now the Universidad Autónoma de Sinaloa (from 1881 to 1947), the Escuela Normal Urbana Vespertina that operated from 1947 to 1949, and the current Escuela Normal de Sinaloa which was founded on January 1, 1950. In the results section it is shared a proposal for the periodization of teacher training in Sinaloa, which is made of four stages: a) equivalent to primary studies (1874-1895), b) equivalent to high school studies (1895-1940), c) as a sub-profession (1940-1984) and d) as a profession (from 1984 to the present)., Con base en teóricos del currículo que consideran a este como un proceso históricamente condicionado y determinado por los factores del contexto, en este artículo se analizan los planes de estudio de la carrera de profesor normalista en el estado de Sinaloa, México, a lo largo de más de un siglo: desde que se instituyó la carrera de profesor de primeras letras en 1874, en el antiguo Colegio Rosales, hasta 1984, año en el que se elevó a nivel licenciatura. La investigación se realizó bajo el enfoque metodológico de la hermenéutica crítica, retomándose específicamente los planteamientos de Jürgen Habermas. Las instituciones educativas sinaloenses que se toman como base son la Escuela Normal que con distintos nombres dependió de las instituciones antecedentes de la hoy Universidad Autónoma de Sinaloa (de 1881 hasta 1947), la Escuela Normal Urbana Vespertina que funcionó de 1947 a 1949 y la actual Escuela Normal de Sinaloa que inició sus funciones el primero de enero de 1950. En los resultados, se comparte una propuesta de periodización de la formación de los profesores en el estado de Sinaloa, la cual comprende cuatro etapas: a) equivalente a estudios primarios (1874-1895), b) equivalente a estudios de bachillerato (1895-1940), c) como subprofesión (1940-1984) y d) como profesión (desde 1984 hasta la actualidad).

In this paper we propose an analysis of the formulation and implementation of curricular reform in the State of São Paulo, from the São Paulo Faz Escola Program, based on the analytical models of public policies of Anglo-Saxon researchers, whose contributions were discussed by Viana (1996). and Rua (2013), and Stephan Ball's and Richard Bowe’s (1992) policy cycle. We note that the issue of the quality of education has entered the government agenda in the context of the rise of neoliberal ideology in the country and curriculum reform has emerged as an alternative for improving educational rates, being implemented on a programmed basis without teachers' participation in the decision-making process, in line with other policies at the national and state levels., Neste artigo propomos uma análise da formulação e implemen-tação da reforma curricular no Estado de São Paulo, a partir do Programa São Paulo Faz Escola, com base nos modelos analíticos de políticas públicas de pesquisadores anglo-saxões, cujas contribuições foram discutidas por Viana (1996) e Rua (2013), e no ciclo de políticas de Stephan Ball e Richard Bowe (1992). Constatamos que a questão da qualidade da educação entrou na agenda governamental no contexto de ascensão da ideologia neoliberal no país e a reforma curricular surgiu como alternativa para melhoria dos índices educacionais, sendo imple-mentada de forma programada sem participação dos professores no processo decisório, em consonância com outras políticas em âmbito nacional e estadual., En este artículo proponemos un análisis de la formulación e implementación de la reforma curricular en el Estado de São Paulo, del Programa Faz Escola de São Paulo, basado en los modelos analíticos de políticas públicas de investigadores anglosajones, cuyas contribuciones fueron discutidas por Viana (1996) y Rua (2013), y el ciclo de políticas de Stephan Ball e Richard Bowe (1992). Observamos que el tema de la calidad de la educación ha entrado en la agenda del gobierno en el contexto del surgimiento de la ideología neoliberal en el país y la reforma curricular ha surgido como una alternativa para mejorar los índices educativos, implementada de manera programada sin la participación de los docentes en el proceso de toma de decisiones, en línea con otras políticas a nivel nacional y estatal.

This paper will discuss the centrality of external evaluation policies and their use as a regulatory mechanism both nationally and internationally. To this end, the article is divided into four parts. The first part discusses New Public Management and the role of the Organization for Economic Cooperation and Development (OECD) in educational reforms. The second part focuses on the role of PISA as a regulatory instrument. In the third part, the discussion focuses on evaluation policies in Brazil and their alignment with the regulatory logic presented. In the last part, the discussion focuses on the influences of these orientations on curricula, which have culminated, for example, in the creation of the Common National Curriculum Base of High School in Brazil., No presente artigo será discutida a centralidade das políticas de avaliação externa e sua utilização como mecanismo de regulação tanto nacional quanto internacionalmente. Para tanto, o trabalho está dividido em quatro partes. A primeira parte discute a Nova Gestão Pública e o papel da Organização para a Cooperação e Desenvolvimento Econômico (OCDE) nas reformas educacionais. A segunda parte tem como foco o papel do PISA como instrumento de regulação. Na terceira parte a discussão detém-se sobre as políticas de avaliação no Brasil e seu alinhamento com a lógica de regulação apresentada. Na última parte a discussão está voltada para as influências desse modo de regulação nos currículos, que culminaram, por exemplo, na criação da Base Nacional Comum Curricular do Ensino Médio no Brasil., Este artículo discutirá la centralidad de las políticas de evaluación externa y su uso como mecanismo regulador tanto a nivel nacional como internacional. Para este fin, el trabajo se divide en cuatro partes. La primera parte discute la Nueva Gestión Pública y el papel de la Organización para la Cooperación y el Desarrollo Económico (OCDE) en las reformas educativas. La segunda parte está centrada en el papel de PISA como instrumento regulador. En la tercera parte, la discusión se enfoca en las políticas de evaluación en Brasil y su alineación con la lógica regulatoria presentada. En la última parte, la discusión gira en torno a las influencias de estos modos de regulación en los planes de estudio, que culmina en la creación de la Base Curricular Nacional Común de la Escuela Secundaria en Brasil.

The report discursively describes the hard work of reforming and updating thecurriculum of the University of the Andes Nursing Degree. It sets out the rulesbased on the Regulations for Undergraduate Studies, following the steps of thefeasibility study; evaluation of the previous curriculum, students and employers; revision and updating of all curricular units; and according to the guidelines of the educational model of the ULA, of the National Council of Universities (CNU), of the United Nations Educational, Scientific and Cultural Organization (UNESCO), Pan American Health Organization (PAHO) and World Health Organization (WHO), among other policies for the country’s development and public health. We are aware of the responsibility that comes with the training of professionals and leaders in all fields of knowledge, who will take the reins of this nation or in which our graduates decide to work in the global village; that is why the opportunity is historic and we cannot leave it to improvisation, while taking into account human values as a clear instrument for the renewal and improvement of society and of man today., El informe describe de manera discursiva el arduo trabajo de reforma yactualización del currículo de la carrera de Enfermería de la Universidad de LosAndes (ULA). En él se plasma lo normado con base al Reglamento Curricularde Pregrado, siguiendo los pasos del estudio de factibilidad; evaluación delcurrículo anterior, de los estudiantes y de los organismos empleadores; revisióny actualización de todas las unidades curriculares; y según los lineamientos delmodelo educativo de la ULA, del Consejo Nacional de Universidades (CNU), dela Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura(UNESCO), Organización Panamericana de la Salud (OPS) y OrganizaciónMundial de la Salud (OMS), entre otras políticas de desarrollo del país y dela salud pública. Conscientes estamos de la responsabilidad que acarrea laformación de profesionales y líderes en todos los campos del saber, que tomarán las riendas de este nación o en la que decidan trabajar nuestros egresados en la aldea global; es por ello, que la oportunidad es histórica y no podemos dejarla a las improvisaciones, sin dejar de tomar en cuenta los valores humanos como claro instrumento de renovación y perfeccionamiento de la sociedad y del hombre actual.

This article discusses the indispensability of the educommunicative practice for implementing a curriculum reform that considers the demands for a citizen education that focuses on a training for people to exercise their universal right to expression and communication. It aims to analyze the final version of the National Common Curriculum Base (BNCC – Base Nacional Comum Curricular) of the Brazilian Ministry of Education (MEC), passed in December 2017, observing the nature of the premises that open perspectives for the inclusion of media education as a practice of interest to the educational system. It also recalls the expectation created by the official document, since it predicted the performance, in the school context, of specialized curatorships and mediations to approach topics that still do not have specifically trained teachers. It is understood that this device opens the way for the presence of a specialist in Educommunication in the professional staff of elementary education., Este artigo discute a indispensabilidade da prática educomunicativa na implementação de uma reforma curricular que leve em conta as demandas por uma educação cidadã que privilegie a formação para o exercício do direito universal à expressão e à comunicação. Toma como objeto de análise a versão definitiva da Base Nacional Comum Curricular (BNCC) do MEC, aprovada em dezembro de 2017, observando a natureza das premissas que abrem perspectivas para a inclusão da educação midiática como prática de interesse para o sistema educativo. O artigo lembra, finalmente, a expectativa criada pelo documento oficial quando prevê a atuação, no âmbito escolar, de curadorias e mediações especializadas para o tratamento de temas para os quais ainda não existam docentes especificamente formados. Entende-se que esse dispositivo abre caminho para a presença do especialista em Educomunicação nos quadros profissionais de atendimento à educação básica.

This article discusses the indispensability of the educommunicative practice for implementing a curriculum reform that considers the demands for a citizen education that focuses on a training for people to exercise their universal right to expression and communication. It aims to analyze the final version of the National Common Curriculum Base (BNCC – Base Nacional Comum Curricular) of the Brazilian Ministry of Education (MEC), passed in December 2017, observing the nature of the premises that open perspectives for the inclusion of media education as a practice of interest to the educational system. It also recalls the expectation created by the official document, since it predicted the performance, in the school context, of specialized curatorships and mediations to approach topics that still do not have specifically trained teachers. It is understood that this device opens the way for the presence of a specialist in Educommunication in the professional staff of elementary education., Este artigo discute a indispensabilidade da prática educomunicativa na implementação de uma reforma curricular que leve em conta as demandas por uma educação cidadã que privilegie a formação para o exercício do direito universal à expressão e à comunicação. Toma como objeto de análise a versão definitiva da Base Nacional Comum Curricular (BNCC) do MEC, aprovada em dezembro de 2017, observando a natureza das premissas que abrem perspectivas para a inclusão da educação midiática como prática de interesse para o sistema educativo. O artigo lembra, finalmente, a expectativa criada pelo documento oficial quando prevê a atuação, no âmbito escolar, de curadorias e mediações especializadas para o tratamento de temas para os quais ainda não existam docentes especificamente formados. Entende-se que esse dispositivo abre caminho para a presença do especialista em Educomunicação nos quadros profissionais de atendimento à educação básica.

This work entitled Teaching guide for the teaching of linear and quadratic equations in the first year of high school, with the use of resources and teaching materials, is a proposal that was made with the aim of teaching, from the simplest equations linear, which are algebraic equalities with unknowns whose exponent is one, to the most complex, the quadratic equations that is an algebraic sum of terms whose exponent is two, in theoretical and practical form. The proposed proposal deals with the structural changes of the curricular reform, of the curriculum in the Area of Mathematics of the first year of high school, in the corresponding to the unit of Numbers and Functions. This work was carried out in the University of Cuenca, in the Faculty of Philosophy, Letters and Education Sciences, Mathematics and Physics Career, with the purpose that students as future teachers, require new strategies for the teaching of mathematics. In its development, the research technique that is the survey was used, through a questionnaire. Finally, it was determined that almost all of the respondents said that the didactic guides are useful and necessary, since they allow them to interact with the students with the concrete material and the didactic resource. In conclusion, the didactic guide should implement creative methodologies in the field of linear and quadratic equations, should be aimed at the connection of educational theory and practice.

This work entitled Teaching guide for the teaching of linear and quadratic equations in the first year of high school, with the use of resources and teaching materials, is a proposal that was made with the aim of teaching, from the simplest equations linear, which are algebraic equalities with unknowns whose exponent is one, to the most complex, the quadratic equations that is an algebraic sum of terms whose exponent is two, in theoretical and practical form. The proposed proposal deals with the structural changes of the curricular reform, of the curriculum in the Area of Mathematics of the first year of high school, in the corresponding to the unit of Numbers and Functions. This work was carried out in the University of Cuenca, in the Faculty of Philosophy, Letters and Education Sciences, Mathematics and Physics Career, with the purpose that students as future teachers, require new strategies for the teaching of mathematics. In its development, the research technique that is the survey was used, through a questionnaire. Finally, it was determined that almost all of the respondents said that the didactic guides are useful and necessary, since they allow them to interact with the students with the concrete material and the didactic resource. In conclusion, the didactic guide should implement creative methodologies in the field of linear and quadratic equations, should be aimed at the connection of educational theory and practice.

This work entitled Teaching guide for the teaching of linear and quadratic equations in the first year of high school, with the use of resources and teaching materials, is a proposal that was made with the aim of teaching, from the simplest equations linear, which are algebraic equalities with unknowns whose exponent is one, to the most complex, the quadratic equations that is an algebraic sum of terms whose exponent is two, in theoretical and practical form. The proposed proposal deals with the structural changes of the curricular reform, of the curriculum in the Area of Mathematics of the first year of high school, in the corresponding to the unit of Numbers and Functions. This work was carried out in the University of Cuenca, in the Faculty of Philosophy, Letters and Education Sciences, Mathematics and Physics Career, with the purpose that students as future teachers, require new strategies for the teaching of mathematics. In its development, the research technique that is the survey was used, through a questionnaire. Finally, it was determined that almost all of the respondents said that the didactic guides are useful and necessary, since they allow them to interact with the students with the concrete material and the didactic resource. In conclusion, the didactic guide should implement creative methodologies in the field of linear and quadratic equations, should be aimed at the connection of educational theory and practice.

The objective of this paper is to explain the curriculum modifications in secondary education in Costa Rica. Specifically, it is centered on the review, analysis, and interpretation of the characteristics of the plan of study for basic secondary education in Costa Rica, as well as on the identification of progress and problems. The article first analyzes the tendencies in Latin America for secondary education and the tensions generated in various nations given the social, economic, and educational demands; subsequently, the proposals that Costa Rica has made in this framework, given the need to achieve quality and pertinence. Lastly, it reflects on the reforms of curriculum change in secondary education., Resumen: El objetivo de este trabajo es dar cuenta de las modificaciones curriculares en la educación secundaria en Costa Rica. Específicamente, se centra en la revisión, análisis e interpretación de las características del plan de estudios de la secundaria básica costarricense, así como en identificar sus avances y problemáticas. El artículo analiza, primero, las tendencias en Latinoamérica para este nivel educativo y las tensiones generadas en los diversos países ante las distintas demandas sociales, económicas y educativas; posteriormente, las propuestas que Costa Rica ha formulado en este marco, ante el imperativo de lograr la calidad y pertinencia. Finalmente, realiza una reflexión sobre las reformas de cambio curricular de la educación secundaria.

A presente proposta de trabalho tem como objetivo principal analisar a reforma curricular engendrada na Universidade do Estado da Bahia (UNEB), nos aspectos que dizem respeito aos fundamentos didáticos, epistemológicos, ideológicos, teórico-conceituais, pedagógicos e políticos do currículo. Propõe uma investigação no sentido de atestar as principais transformações ocorridas desde a implantação do referido currículo e suas influências para a formação de professores de geografia na referida universidade, compreendendo os conflitos gerados entre grupos ideológicos e de que maneira essa nova didática da geografia tem influenciado na formação desses profissionais.

El objeto de reflexión de este ensayo es situar al profesor en un marco de comprensión acerca de sus acciones y saberes en la reforma curricular de la educación secundaria realizada en México en el año 2011. Para ello, se considera que la historicidad de la experiencia de los profesores es fuente de saberes, constituyendo un marco de aportación significativo que ha quedado fuera del proceso de reforma, ya que ésta se ha trazado desde la política educativa hacia el aula (currículo prescrito); y no a la inversa, desde la realidad en la que se lleva a cabo la enseñanza, en donde los saberes docentes juegan un papel primordial para lograr los propósitos educativos. Desde el currículo se analizan dos posiciones: la tradicional, que lo considera un producto en donde el profesor es mero ejecutor de lo que otros planean y diseñan; y la posición crítica, que ve en el currículo un proceso, una propuesta para ser llevada a cabo desde los saberes del profesor y el contexto en el que se realiza (currículo real, en acción). Los saberes del profesor, por sus orígenes, se conciben instalados en la pluralidad, proceden de la formación profesional, de las disciplinas, del currículo, de la experiencia, y de la cultura que priva en el centro escolar. El énfasis del ensayo se ubica en considerar los saberes de los profesores en los procesos de reforma y en los de formación docente.

El presente trabajo recoge la opinión de docentes y estudiantes sobre las clases de educación física en secundaria, con el objetivo de describir los aspectos más relevantes de las lecciones a partir del enfoque de la reforma curricular “Ética, estética y ciudadanía”. Las opiniones de docentes y estudiantes se recogieron a través de la realización de ocho grupos focales en cuatro direcciones regionales de educación del país (Alajuela, Cartago, Pérez Zeledón, San José Central). En total participaron 38 docentes y 27 estudiantes. Cada grupo focal duró aproximadamente una hora. La información recopilada fue digitalizada, categorizada y analizada a través del programa Atlas.ti 7. Los resultados muestran que las clases de educación física cambiaron de una forma favorable, de acuerdo con las opiniones de estudiantes y docentes. Esto se constata en la diversidad de actividades que se realizan en el aula. Sin embargo, docentes y estudiantes expresan preocupación sobre la forma de concebir, ejecutar y evaluar los proyectos en la asignatura., This paper reflects the views of teachers and students about the physical education classes in high school, with the aim of describing the most relevant aspects of those lessons from the approach to curriculum reform “Ethics, Aesthetics and Citizenship”. The opinion of teachers and students were collected through eight focus groups in four of the country’s educational regions (Alajuela, Cartago, Pérez Zeledón, Central San José). In all, 38 teachers and 27 students participated; each focus group lasted about an hour. The information collected was digitalized, categorized and analyzed using the program Atlas.ti7. The results show that physical education classes changed in a positive way. This is reflected in the diversity of activities that take place in the classroom. However, teachers and students express concern on how to design, implement and evaluate projects in the subject.

A presente proposta de trabalho tem como objetivo principal analisar a reforma curricular engendrada na Universidade do Estado da Bahia (UNEB), nos aspectos que dizem respeito aos fundamentos didáticos, epistemológicos, ideológicos, teórico-conceituais, pedagógicos e políticos do currículo. Propõe uma investigação no sentido de atestar as principais transformações ocorridas desde a implantação do referido currículo e suas influências para a formação de professores de geografia na referida universidade, compreendendo os conflitos gerados entre grupos ideológicos e de que maneira essa nova didática da geografia tem influenciado na formação desses profissionais.

Com o advento da Constituição de 1988 o município foi alçado a integrante do pacto federativo. A partir dessa lógica adota-se por parte do Governo Federal o expediente de política de fundos (FUNDEF e FUNDEB) que expandem de maneira marcante o acesso à escola pública brasileira. A partir disso, um alunado outrora excluído do espaço escolar passa a frequentá-lo, construindo uma sensação social de uma “escola em crise”. Com essa questão o currículo é dimensionado obrigatoriamente como anacrônico e defasado, tornando-se imperativo no discurso da maioria dos formuladores de política pública, a produção de reformas curriculares, desaguando no debate trazido pelo Ministério da Educação na BNCC. O objetivo do presente texto não é negar a priori a necessidade de discussão da matriz curricular, mas deseja-se problematizar a realidade educacional do Brasil trazendo dilemas muito mais prementes para a efetivação da educação de qualidade do que a questão curricular, tais como: precários planos de carreira, salários defasados em relação a profissões de igual formação, infraestrutura física claudicante, falta de renovação da mão-de-obra docente etc. Além disso, debate-se também as reformas neoliberais que têm marcado muitas rede públicas do nosso território como um possível caminho de reforço desse ímpeto por reformas curriculares. Conclui-se assim que os elementos do chão da escola trazem muito mais entraves ao cotidiano escolar do que a matriz curricular vigente, e que essas primeiras questões não são levadas em conta no debate da BNCC.

Com o advento da Constituição de 1988 o município foi alçado a integrante do pacto federativo. A partir dessa lógica adota-se por parte do Governo Federal o expediente de política de fundos (FUNDEF e FUNDEB) que expandem de maneira marcante o acesso à escola pública brasileira. A partir disso, um alunado outrora excluído do espaço escolar passa a frequentá-lo, construindo uma sensação social de uma “escola em crise”. Com essa questão o currículo é dimensionado obrigatoriamente como anacrônico e defasado, tornando-se imperativo no discurso da maioria dos formuladores de política pública, a produção de reformas curriculares, desaguando no debate trazido pelo Ministério da Educação na BNCC. O objetivo do presente texto não é negar a priori a necessidade de discussão da matriz curricular, mas deseja-se problematizar a realidade educacional do Brasil trazendo dilemas muito mais prementes para a efetivação da educação de qualidade do que a questão curricular, tais como: precários planos de carreira, salários defasados em relação a profissões de igual formação, infraestrutura física claudicante, falta de renovação da mão-de-obra docente etc. Além disso, debate-se também as reformas neoliberais que têm marcado muitas rede públicas do nosso território como um possível caminho de reforço desse ímpeto por reformas curriculares. Conclui-se assim que os elementos do chão da escola trazem muito mais entraves ao cotidiano escolar do que a matriz curricular vigente, e que essas primeiras questões não são levadas em conta no debate da BNCC.

[ES] El artículo muestra la necesidad de cambiar de paradigma sobre la forma en que se aborda el proceso de enseñanza y aprendizaje del Derecho y propone pasar de un modelo tradicional, verbalista, discursivo y de requerimientos memorísticos mecanicistas, a un modelo activo, centrado en el estudiante, que le permita desenvolverse de forma competente en el ejercicio profesional y en la vida. Se incluyen las propuestas para hacer el cambio: formación docente de los profesores y reforma curricular para adaptarse al “New Normal’ en una carrera de Derecho. Es necesario que el profesional en Derecho que imparta lecciones en una universidad haya recibido y reciba capacitación en docencia, conforme a los lineamientos actuales en el área; se ha demostrado que ello favorece la mejora en el desempeño docente; la forma actual de enseñar Derecho no es idónea, porque los graduados presentan dificultades para desempeñarse adecuadamente; la práctica profesional los enfrenta con hechos, problemas, casos, y, [EN] This article analyzes the necessity of a paradigm change in the way of how the process of teaching-learning the Law is approached, from a traditional, verbalism, discursive and with memorization requirements process to an active model, student centered, that lets him or her act in a competent way in the practice of Law and in life. It includes the change proposals: teachers training and curricula upgrade to adapt to the “New Normal” in a law career. It is necessary that the Law professional that teaches in a college, has received and receives training in teaching, according to the current guidelines in the area. It has been proven that it positively improves the teacher’s performance; the current teaching approach in Law is not ideal because the graduates show difficulties to perform adequately; the professional practice faces them to events, problems, cases and their college teachers didn’t teach them how to manage that, but only to take information in and reproduce it in a written te

[ES] El artículo muestra la necesidad de cambiar de paradigma sobre la forma en que se aborda el proceso de enseñanza y aprendizaje del Derecho y propone pasar de un modelo tradicional, verbalista, discursivo y de requerimientos memorísticos mecanicistas, a un modelo activo, centrado en el estudiante, que le permita desenvolverse de forma competente en el ejercicio profesional y en la vida. Se incluyen las propuestas para hacer el cambio: formación docente de los profesores y reforma curricular para adaptarse al “New Normal’ en una carrera de Derecho. Es necesario que el profesional en Derecho que imparta lecciones en una universidad haya recibido y reciba capacitación en docencia, conforme a los lineamientos actuales en el área; se ha demostrado que ello favorece la mejora en el desempeño docente; la forma actual de enseñar Derecho no es idónea, porque los graduados presentan dificultades para desempeñarse adecuadamente; la práctica profesional los enfrenta con hechos, problemas, casos, y, [EN] This article analyzes the necessity of a paradigm change in the way of how the process of teaching-learning the Law is approached, from a traditional, verbalism, discursive and with memorization requirements process to an active model, student centered, that lets him or her act in a competent way in the practice of Law and in life. It includes the change proposals: teachers training and curricula upgrade to adapt to the “New Normal” in a law career. It is necessary that the Law professional that teaches in a college, has received and receives training in teaching, according to the current guidelines in the area. It has been proven that it positively improves the teacher’s performance; the current teaching approach in Law is not ideal because the graduates show difficulties to perform adequately; the professional practice faces them to events, problems, cases and their college teachers didn’t teach them how to manage that, but only to take information in and reproduce it in a written te

[ES] El artículo muestra la necesidad de cambiar de paradigma sobre la forma en que se aborda el proceso de enseñanza y aprendizaje del Derecho y propone pasar de un modelo tradicional, verbalista, discursivo y de requerimientos memorísticos mecanicistas, a un modelo activo, centrado en el estudiante, que le permita desenvolverse de forma competente en el ejercicio profesional y en la vida. Se incluyen las propuestas para hacer el cambio: formación docente de los profesores y reforma curricular para adaptarse al “New Normal’ en una carrera de Derecho. Es necesario que el profesional en Derecho que imparta lecciones en una universidad haya recibido y reciba capacitación en docencia, conforme a los lineamientos actuales en el área; se ha demostrado que ello favorece la mejora en el desempeño docente; la forma actual de enseñar Derecho no es idónea, porque los graduados presentan dificultades para desempeñarse adecuadamente; la práctica profesional los enfrenta con hechos, problemas, casos, y, [EN] This article analyzes the necessity of a paradigm change in the way of how the process of teaching-learning the Law is approached, from a traditional, verbalism, discursive and with memorization requirements process to an active model, student centered, that lets him or her act in a competent way in the practice of Law and in life. It includes the change proposals: teachers training and curricula upgrade to adapt to the “New Normal” in a law career. It is necessary that the Law professional that teaches in a college, has received and receives training in teaching, according to the current guidelines in the area. It has been proven that it positively improves the teacher’s performance; the current teaching approach in Law is not ideal because the graduates show difficulties to perform adequately; the professional practice faces them to events, problems, cases and their college teachers didn’t teach them how to manage that, but only to take information in and reproduce it in a written te

[ES] El artículo muestra la necesidad de cambiar de paradigma sobre la forma en que se aborda el proceso de enseñanza y aprendizaje del Derecho y propone pasar de un modelo tradicional, verbalista, discursivo y de requerimientos memorísticos mecanicistas, a un modelo activo, centrado en el estudiante, que le permita desenvolverse de forma competente en el ejercicio profesional y en la vida. Se incluyen las propuestas para hacer el cambio: formación docente de los profesores y reforma curricular para adaptarse al “New Normal’ en una carrera de Derecho. Es necesario que el profesional en Derecho que imparta lecciones en una universidad haya recibido y reciba capacitación en docencia, conforme a los lineamientos actuales en el área; se ha demostrado que ello favorece la mejora en el desempeño docente; la forma actual de enseñar Derecho no es idónea, porque los graduados presentan dificultades para desempeñarse adecuadamente; la práctica profesional los enfrenta con hechos, problemas, casos, y, [EN] This article analyzes the necessity of a paradigm change in the way of how the process of teaching-learning the Law is approached, from a traditional, verbalism, discursive and with memorization requirements process to an active model, student centered, that lets him or her act in a competent way in the practice of Law and in life. It includes the change proposals: teachers training and curricula upgrade to adapt to the “New Normal” in a law career. It is necessary that the Law professional that teaches in a college, has received and receives training in teaching, according to the current guidelines in the area. It has been proven that it positively improves the teacher’s performance; the current teaching approach in Law is not ideal because the graduates show difficulties to perform adequately; the professional practice faces them to events, problems, cases and their college teachers didn’t teach them how to manage that, but only to take information in and reproduce it in a written te

[ES] El artículo muestra la necesidad de cambiar de paradigma sobre la forma en que se aborda el proceso de enseñanza y aprendizaje del Derecho y propone pasar de un modelo tradicional, verbalista, discursivo y de requerimientos memorísticos mecanicistas, a un modelo activo, centrado en el estudiante, que le permita desenvolverse de forma competente en el ejercicio profesional y en la vida. Se incluyen las propuestas para hacer el cambio: formación docente de los profesores y reforma curricular para adaptarse al “New Normal’ en una carrera de Derecho. Es necesario que el profesional en Derecho que imparta lecciones en una universidad haya recibido y reciba capacitación en docencia, conforme a los lineamientos actuales en el área; se ha demostrado que ello favorece la mejora en el desempeño docente; la forma actual de enseñar Derecho no es idónea, porque los graduados presentan dificultades para desempeñarse adecuadamente; la práctica profesional los enfrenta con hechos, problemas, casos, y, [EN] This article analyzes the necessity of a paradigm change in the way of how the process of teaching-learning the Law is approached, from a traditional, verbalism, discursive and with memorization requirements process to an active model, student centered, that lets him or her act in a competent way in the practice of Law and in life. It includes the change proposals: teachers training and curricula upgrade to adapt to the “New Normal” in a law career. It is necessary that the Law professional that teaches in a college, has received and receives training in teaching, according to the current guidelines in the area. It has been proven that it positively improves the teacher’s performance; the current teaching approach in Law is not ideal because the graduates show difficulties to perform adequately; the professional practice faces them to events, problems, cases and their college teachers didn’t teach them how to manage that, but only to take information in and reproduce it in a written te

[ES] El artículo muestra la necesidad de cambiar de paradigma sobre la forma en que se aborda el proceso de enseñanza y aprendizaje del Derecho y propone pasar de un modelo tradicional, verbalista, discursivo y de requerimientos memorísticos mecanicistas, a un modelo activo, centrado en el estudiante, que le permita desenvolverse de forma competente en el ejercicio profesional y en la vida. Se incluyen las propuestas para hacer el cambio: formación docente de los profesores y reforma curricular para adaptarse al “New Normal’ en una carrera de Derecho. Es necesario que el profesional en Derecho que imparta lecciones en una universidad haya recibido y reciba capacitación en docencia, conforme a los lineamientos actuales en el área; se ha demostrado que ello favorece la mejora en el desempeño docente; la forma actual de enseñar Derecho no es idónea, porque los graduados presentan dificultades para desempeñarse adecuadamente; la práctica profesional los enfrenta con hechos, problemas, casos, y, [EN] This article analyzes the necessity of a paradigm change in the way of how the process of teaching-learning the Law is approached, from a traditional, verbalism, discursive and with memorization requirements process to an active model, student centered, that lets him or her act in a competent way in the practice of Law and in life. It includes the change proposals: teachers training and curricula upgrade to adapt to the “New Normal” in a law career. It is necessary that the Law professional that teaches in a college, has received and receives training in teaching, according to the current guidelines in the area. It has been proven that it positively improves the teacher’s performance; the current teaching approach in Law is not ideal because the graduates show difficulties to perform adequately; the professional practice faces them to events, problems, cases and their college teachers didn’t teach them how to manage that, but only to take information in and reproduce it in a written te

The main purpose of this research project is to prove that the books which have been written by the Ministry of Education of Ecuador (Updating and Strengthening Curriculum Reform of Basic General Education) does not have the key elements or basic parts about educational inclusion and curricular adaptations or a change in the syllabus, therefore the researchers give a proposal of strategies in order to detect the Special Educational Needs and a Guidelines for Preparing Curricular Adaptations. The field research that holds these proposals was done in the 01D01C16 Educational District, which belongs to Nulti a rural parish, by applying a survey to five authorities and fifteen teachers of this district. These proposals have the main objective to guide how the teacher can work by being flexible and changing the syllabus that will depend on the needs and unexpected situations of the different realities of the children who attend this kind of educational places.

In anyeveryday activitythat human beingsrunis being evaluated, from home to large corporationsdo.Alsoeducation alsofromthe schoolof oldwhich dominatedthe memorizationof knowledgefruit of theeducational practiceof thattimeregarded theassessment as aquantitative toolwhichemphasizesthe mistakes ofstudentassessmentwas associatedwith the termsof punishingorreward students, todaythere is anotherkind of educationfacingsignificant learningin students. Has a differentperspective onthe assessment,thisisconsidered afundamental part of theteaching-learningprocesswhich hasdifferent purposes,featuresand moments.Not forgetting thatinEcuadortheevaluation alsocan be found intheRules of theLOEI, and theBasicCurriculumUpdateGeneralEducationwhich alsoasked to evaluateskillswithperformance criterion.

The main purpose of this research project is to prove that the books which have been written by the Ministry of Education of Ecuador (Updating and Strengthening Curriculum Reform of Basic General Education) does not have the key elements or basic parts about educational inclusion and curricular adaptations or a change in the syllabus, therefore the researchers give a proposal of strategies in order to detect the Special Educational Needs and a Guidelines for Preparing Curricular Adaptations. The field research that holds these proposals was done in the 01D01C16 Educational District, which belongs to Nulti a rural parish, by applying a survey to five authorities and fifteen teachers of this district. These proposals have the main objective to guide how the teacher can work by being flexible and changing the syllabus that will depend on the needs and unexpected situations of the different realities of the children who attend this kind of educational places.

In anyeveryday activitythat human beingsrunis being evaluated, from home to large corporationsdo.Alsoeducation alsofromthe schoolof oldwhich dominatedthe memorizationof knowledgefruit of theeducational practiceof thattimeregarded theassessment as aquantitative toolwhichemphasizesthe mistakes ofstudentassessmentwas associatedwith the termsof punishingorreward students, todaythere is anotherkind of educationfacingsignificant learningin students. Has a differentperspective onthe assessment,thisisconsidered afundamental part of theteaching-learningprocesswhich hasdifferent purposes,featuresand moments.Not forgetting thatinEcuadortheevaluation alsocan be found intheRules of theLOEI, and theBasicCurriculumUpdateGeneralEducationwhich alsoasked to evaluateskillswithperformance criterion.

The main purpose of this research project is to prove that the books which have been written by the Ministry of Education of Ecuador (Updating and Strengthening Curriculum Reform of Basic General Education) does not have the key elements or basic parts about educational inclusion and curricular adaptations or a change in the syllabus, therefore the researchers give a proposal of strategies in order to detect the Special Educational Needs and a Guidelines for Preparing Curricular Adaptations. The field research that holds these proposals was done in the 01D01C16 Educational District, which belongs to Nulti a rural parish, by applying a survey to five authorities and fifteen teachers of this district. These proposals have the main objective to guide how the teacher can work by being flexible and changing the syllabus that will depend on the needs and unexpected situations of the different realities of the children who attend this kind of educational places.

In anyeveryday activitythat human beingsrunis being evaluated, from home to large corporationsdo.Alsoeducation alsofromthe schoolof oldwhich dominatedthe memorizationof knowledgefruit of theeducational practiceof thattimeregarded theassessment as aquantitative toolwhichemphasizesthe mistakes ofstudentassessmentwas associatedwith the termsof punishingorreward students, todaythere is anotherkind of educationfacingsignificant learningin students. Has a differentperspective onthe assessment,thisisconsidered afundamental part of theteaching-learningprocesswhich hasdifferent purposes,featuresand moments.Not forgetting thatinEcuadortheevaluation alsocan be found intheRules of theLOEI, and theBasicCurriculumUpdateGeneralEducationwhich alsoasked to evaluateskillswithperformance criterion.

After the adaptation phase of university degrees to the process of European convergence and overcome since the first years of the new era, we find a high rate of rejection of the new curriculum, questioning its timeliness and consistency. The aim of this study was to analyze some of the factors that have constrained the process of adaptation of new Degrees in the two key issues that were considered to promote European Higher Education: curriculum renewal and methodological innovation. Our work pretending to be a critical look at how you have managed this process by identifying some of the weaknesses of the university system that have helped institutions from having effectively taken advantage of the opportunities offered by the regulatory framework necessary to effect reform., Concluida la fase de adaptación de las titulaciones al proceso de convergencia europea, y superados ya los primeros cursos de la nueva andadura, constatamos una opinión mayoritaria de rechazo a los nuevos planes de estudio cuestionando su oportunidad y coherencia. El objetivo del presente estudio ha sido analizar alguno de los factores que han condicionado el proceso de adaptación de las nuevas titulaciones en las dos cuestiones que se consideraban claves para promover el Espacio Europeo de Educación Superior: la renovación curricular y la innovación metodológica. Nuestro trabajo pretende ser una mirada crítica sobre cómo se ha gestionado este proceso identificando algunas de las debilidades del sistema universitario que han contribuido a que las instituciones no hayan aprovechado eficazmente las oportunidades que el marco normativo ofrecía para efectuar la reforma necesaria.

Several fundamental features of the profound change fostered by the technological revolution establish a framework that allows understanding why the system and educational institutions have significantly modified their curriculum to ensure a timely response to the challenges and the demands brought by a globalized environment. This paper seeks to understand how university level professors appropriate the new curriculum implemented in a higher education institution based on the meanings it has added, which are part of its purpose deposits., Los aspectos puntuales del cambio radical promovido a partir de la revolución tecnológica constituyen un marco de referencia que permite entender por qué los sistemas y las instituciones educativas han modificado sustancialmente su currículo a fin de dar respuesta oportuna a los retos y las demandas que plantea el entorno globalizado. El propósito de este artículo es comprender cómo se apropia el docente universitario de la nueva propuesta curricular que se implementa en una institución de educación superior a partir de los significados que ha adquirido y que son parte de sus depósitos de sentido.

Several fundamental features of the profound change fostered by the technological revolution establish a framework that allows understanding why the system and educational institutions have significantly modified their curriculum to ensure a timely response to the challenges and the demands brought by a globalized environment. This paper seeks to understand how university level professors appropriate the new curriculum implemented in a higher education institution based on the meanings it has added, which are part of its purpose deposits., Los aspectos puntuales del cambio radical promovido a partir de la revolución tecnológica constituyen un marco de referencia que permite entender por qué los sistemas y las instituciones educativas han modificado sustancialmente su currículo a fin de dar respuesta oportuna a los retos y las demandas que plantea el entorno globalizado. El propósito de este artículo es comprender cómo se apropia el docente universitario de la nueva propuesta curricular que se implementa en una institución de educación superior a partir de los significados que ha adquirido y que son parte de sus depósitos de sentido.

This present work is a field investigation and it is a descriptive type, in which was made a comparison between students of physic-mathematics and science bachelors, about their perceptions of their academic preparation received in high school and their accomplishment, once they became Engineering and Architecture Faculty students from Cuenca University in school year 2011 – 2012; contrasting then with the academic efficiency obtained into the first year of their universitary career. For that case was made an analysis of the studies plan structure of these two specialties, surveys were applied to students and professors and results were analyzed from obtained evaluations for these students in their first universitary year.

This present work is a field investigation and it is a descriptive type, in which was made a comparison between students of physic-mathematics and science bachelors, about their perceptions of their academic preparation received in high school and their accomplishment, once they became Engineering and Architecture Faculty students from Cuenca University in school year 2011 – 2012; contrasting then with the academic efficiency obtained into the first year of their universitary career. For that case was made an analysis of the studies plan structure of these two specialties, surveys were applied to students and professors and results were analyzed from obtained evaluations for these students in their first universitary year.

This present work is a field investigation and it is a descriptive type, in which was made a comparison between students of physic-mathematics and science bachelors, about their perceptions of their academic preparation received in high school and their accomplishment, once they became Engineering and Architecture Faculty students from Cuenca University in school year 2011 – 2012; contrasting then with the academic efficiency obtained into the first year of their universitary career. For that case was made an analysis of the studies plan structure of these two specialties, surveys were applied to students and professors and results were analyzed from obtained evaluations for these students in their first universitary year.

El artículo plantea las principales acciones de formación continua que se desarrollan en México para apoyar la implementación de la Reforma Integral de la Educación Básica en el nivel de educación primaria. Aborda los retos que una reforma curricular como esta supone y da cuenta de la necesidad de investigar el efecto o aporte de las experiencias en curso, y de la necesidad de abordar la formación de los maestros en servicio, como un tema de desarrollo profesional en sentido amplio.

El artículo denominado “Inserción de los Proyectos Pedagógicos de Aula en las Prácticas Profesionales de la Docencia”, es producto de una investigación que estableció un proceso de correspondencia entre los lineamientos operativos de los Proyectos Pedagógicos de Aula y las actividades desarrolladas por los participantes de las Prácticas Profesionales de la docencia Nivel I en la Licenciatura en Educación Básica Integral, del Núcleo de La Universidad del Zulia en Punto Fijo. En este sentido se desarrolló la investigación en cinco institutos educativos del municipio Carirubana del estado Falcón seleccionados como centros para la aplicación de estas Prácticas, específicamente en la I y II Etapa de Educación Básica. Se toma como premisa referencial el carácter novedoso de la Reforma Curricular que adelanta el Ministerio de Educación, Cultura y Deportes, que demanda de las instituciones de educación superior su incorporación a las transformaciones que se vienen experimentando en el contexto social, de tal forma que exista una interrelación entre la teoría y la práctica educativa. La investigación de tipo exploratoria estuvo centrada en la metodología descriptiva, con modalidades documental y de campo durante el período lectivo 1999 - 2000. Los resultados obtenidos llevaron a concluir que los Proyectos Pedagógicos de Aula constituyen una estrategia de conducción del proceso de enseñanza- aprendizaje- asimilación”“transformación, que permitió generar una experiencia altamente productiva a partir de la interacción directa de los cursantes de las Prácticas, con los actores e instancias organizacionales del medio de aplicación.

El objetivo fundamental de este artículo es ofrecer un análisis de la carrera y el ejercicio profesional denominados Enseñanza de los Estudios Sociales y la Educación Cívica, en el contexto de la propuesta de reforma al plan de estudio de la carrera de Licenciatura ofrecida por las escuelas de Historia, Geografía y Formación Docente de la Universidad de Costa Rica. La contextualización de la carrera implicó la revisión de libros, artículos, documentos oficiales y el plan de estudio en vigencia. Se explica la constitución de la profesión desde 1951 hasta la actualidad, el contexto externo según las tendencias internacionales en la Enseñanza de los Estudios Sociales y la Educación Cívica y el contexto nacional. De este último se confrontan las diversas ofertas de la educación superior en el ámbito público y privado y se identifican los objetivos, la estructura organizativa, el perfil de egreso y el campo ocupacional. Se considera un imperativo, una tarea impostergable, la actualización del plan de estudio en la Enseñanza de los Estudios Sociales y la Educación Cívica en la Universidad de Costa Rica debido a los cambios en la educación superior y las demandas sociales que exigen de las universidades públicas ofertas curriculares flexibles, novedosas y adecuadas a las necesidades sociales y culturales.