Gestión curricular y neuroeducación: escenarios y posibilidades en contextos emergentes
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Fecha
2023
Autores
García Cassaleth, Claudina
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Siendo la gestión curricular el proceso que posibilita el mejoramiento de las
acciones educativas; se tiene que existe un entretejido problémico con una ruptura entre
las disposiciones y habilidades para aprender que poseen los estudiantes de educación
básica primaria y las prácticas pedagógicas y curriculares que desarrollan los docentes,
haciendo de la escuela un lugar de desafíos e incertidumbres e inmersa en un contexto
de crisis por cuenta de factores sociales, culturales y ambientales.
Esta tesis se ubica en el paradigma emergente, a la luz de una investigación
cualitativa de corte etnográfico auto – regenerativo propuesto como método - estrategia
en la perspectiva del pensamiento complejo, útil para movilizar la autorreflexión colectiva,
se logra una comprensión de la realidad a partir de las voces de los actores sociales,
como punto de partida para la transformación de la realidad.
De este modo, se configuraron los escenarios y posibilidades para la religación
entre gestión curricular y neuroeducación, en torno a las relaciones y conexiones en el
ámbito ideal, real y posible que se establecen entre ellas a partir de la reflexión crítica
sobre el currículo y la praxis frente a la emergencia del contexto social emergente,
adscrito a una institución oficial del municipio de Malambo. Para superar los aspectos
técnicos y administrativos, así como el enfoque neurocognitivo que ha sido privilegiado,
y poner de relieve opciones y oportunidades de agenciar un currículo para aprender a
aprender, desde la construcción colectiva de sus actores sociales.
Finalmente, este giro en la concepción de la gestión curricular neuroeducativa
acoge un paradigma de intervención y mejoramiento alternativo al sistema escolar, desde
una postura propositiva para el neurodesarrollo integral, coherente con los anhelos de
articulación de teoría y práctica, pertinencia y contextualización que la sociedad del siglo
XXI ha venido reclamando, de cara a los nuevos sujetos y saberes.
Since curriculum management is the process that makes possible the improvement of educational actions, there is a problematic interweaving with a rupture between the dispositions and abilities to learn possessed by elementary school students and the pedagogical and curricular practices developed by teachers, making the school a place of challenges and uncertainties and immersed in a context of crisis due to social, cultural and environmental factors. Thus, located in the emerging paradigm and in the light of a qualitative research of ethnographic self-regenerative cut proposed as a method - strategy in the perspective of complex thinking, useful to mobilize collective self-reflection, an understanding of reality is achieved from the voices of social actors, as a starting point for the transformation of reality. In this way, scenarios and possibilities were configured for the relationship between curriculum management and neuroeducation, around the relationships and connections in the ideal, real and possible sphere that are established between them from the critical reflection on the curriculum and praxis in the face of the emergence of the emerging social context, attached to an official institution of the municipality of Malambo. In order to overcome the technical and administrative aspects, as well as the neurocognitive approach that has been privileged, and to highlight options and opportunities for the development of a curriculum for learning to learn, from the collective construction of its social actors. Finally, this turn in the conception of neuroeducational curriculum management welcomes a paradigm of intervention and alternative improvement to the school system, from a proactive stance for comprehensive neurodevelopment, consistent with the desire for articulation of theory and practice, relevance and contextualization that the XXI century society has been demanding, in the face of new subjects and knowledge.
Since curriculum management is the process that makes possible the improvement of educational actions, there is a problematic interweaving with a rupture between the dispositions and abilities to learn possessed by elementary school students and the pedagogical and curricular practices developed by teachers, making the school a place of challenges and uncertainties and immersed in a context of crisis due to social, cultural and environmental factors. Thus, located in the emerging paradigm and in the light of a qualitative research of ethnographic self-regenerative cut proposed as a method - strategy in the perspective of complex thinking, useful to mobilize collective self-reflection, an understanding of reality is achieved from the voices of social actors, as a starting point for the transformation of reality. In this way, scenarios and possibilities were configured for the relationship between curriculum management and neuroeducation, around the relationships and connections in the ideal, real and possible sphere that are established between them from the critical reflection on the curriculum and praxis in the face of the emergence of the emerging social context, attached to an official institution of the municipality of Malambo. In order to overcome the technical and administrative aspects, as well as the neurocognitive approach that has been privileged, and to highlight options and opportunities for the development of a curriculum for learning to learn, from the collective construction of its social actors. Finally, this turn in the conception of neuroeducational curriculum management welcomes a paradigm of intervention and alternative improvement to the school system, from a proactive stance for comprehensive neurodevelopment, consistent with the desire for articulation of theory and practice, relevance and contextualization that the XXI century society has been demanding, in the face of new subjects and knowledge.
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Palabras clave
Aprendizaje, Gestión curricular, Neuroeducación, Pedagogía, Praxis, Learning, Curriculum management, Neuroeducation, Pedagogy, Praxis