Browsing by Author "Cháves, Gonzalo"

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    Influencia de la integración curricular entre la educación básica y el bachillerato del Colegio Nacional Pedro Carbo en el periodo 2005 – 2006
    (Universidad Estatal de Bolívar. Departamento de Posgrado, 2007-04) Paredes, Luis; Cháves, Gonzalo; Lara Olalla, Marco
    The competitive integration is necessary for unfolding condition, it is clear that education as a basic part of society among its principles should apply the capacity of each of its actors and the changes are the fundamental pillar to achieve. Pragmatism is immersed in all activities of the human being, because its basic function is to give clear indications of how we are working in that exercise. This research aimed at the study and analysis of curriculum integration between basic education and high school and implement a proposal to improve skills in students and teachers revitalize education in terms of continuous improvement of the curriculum and integrate the current scenario of the schools in the city of Guaranda. Statistical analyzes have shown that in the schools of the city are still using traditional models of lecturing without taking into account the changes that occur in the curricula at all educational levels, so that this process does not students feel a real motivation for learning. Young people should be formed in consideration of the new organization and production systems in relation to the increasing demands for knowledge and handling technologies. A model to direct education about competencies involves emphasizing the importance of learning with practice, so it requires the flexible and adaptable curriculum to local, regional and national context; so it is necessary then the link with all the actors who believe in change. Our proposal seeks to develop the capacity for innovation, adaptation, critical, logical thinking and continuous learning of both teachers and pupils authorities. The theoretical basis of this work is in Decree 1786 that focuses development effort accrediting skills to build knowledge based on practice and building policies to achieve a quality education that prepares citizens for the work and to produce knowledge at all educational levels. Furthermore, this approach we propose responsive to the need to find a point of convergence between education and employment. It is not that jobs but that the capabilities of each individual is crucial to personal development are created. This approach to skills and the application of innovated curricula that meet the need for change characteristic of modern society, as it is a dynamic concept that prints emphasis and value on human capacity to innovate and to cope with change and manage it for him instead of waiting passively. We are aware that in actual practice the highest percentage of teachers resort to methods focused on teaching, regardless understanding, skills, abilities and prior knowledge that students can bring from their daily practice to foster meaningful learning . The lack of teachers about the skills required by the labor market is the main evidence of the gap between the planned and practiced, becoming become one of the flaws that prevent the achievement of a well-founded curriculum development, because the students do not perform practices and reports that register are not disclosed to the real actors, likewise, no diagnostic tests to detect the level of labor competency applied consequently if teachers know under what conditions students are not They may provide the required support. Addressing the problem of curricular integration between basic education and high school is to give a turn to the results of application of knowledge and skills, it refers to know-how in the context through practice, so the competition both teachers students demonstrated through the performance of the person in different circumstances and contexts, so that the training currently students are taught must be related to the theory and practice, to provide the student possibilities of access to construction of new knowledge. From the foregoing, I can conclude that it should give priority to programs that include the linking of theory with practice, based on competencies, through which the interaction of several sets of skills, abilities and attitudes necessary to seek development of the individual.