Incorporación de las habilidades para la vida en el currículo de las instituciones del departamento del Atlántico, con participación de los actores educativos
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Fecha
2017
Autores
Tejera Colina, Maribel
Hernandez Pallares, Monica
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La investigación plantea como objetivo la incorporación de las Habilidades para la Vida en el currículo de la Institución Educativa Diversificada Oriental de Santo Tomás-Atlántico, con la participación de los actores educativos. Enmarcada en una metodología de enfoque cualitativo, con paradigma crítico social, fundamentado en la investigación acción educativa. Se utilizó como
técnicas de recolección de la información: la revisión documental de la estructura curricular,
entrevistas semiestructuradas y mesas de trabajo, que orientaron el proceso de compresión e
interpretación de los hallazgos. En los resultados se identificaron elementos promotores de
Habilidades para la Vida en los documentos de la estructura curricular, tanto en las habilidades
sociales como en las cognitivas; sin embargo las prácticas sociales de los actores educativos
evidencian que se encuentran distanciadas significativamente de lo escrito en tales documentos.
La subcategoria de habilidades sociales es la menos abordada intencionalmente, afirman los
estudiantes que la escuela se ocupa más de trasmitir y repetir los conocimientos que redunden en
unos resultados positivos en las pruebas de estado que en su desarrollo personal, en la subcategoría de habilidades cognitivas se distingue que los estudiantes relacionan el término habilidades sólo a las competencias artísticas y/o deportivas, además, de la escasa
implementación de métodos interactivos, esto demuestra que los docentes poseen debilidades
para potenciar las Habilidades para la Vida en los estudiantes. Finalmente, se diseña
colectivamente los lineamientos y la ruta para incorporación de las Habilidades para Vida en el
currículo de la Institución Educativa objeto de estudio.
The objective of the research is to incorporate the Skills for Life into the curriculum of Institución Educativa Diversificada Oriental in Santo Tomás-Atlántico, with the participation of educational actors. It is framed in a methodology of qualitative approach, with a critical social paradigm, based on research educational action. The following data research collection techniques were used: the documentary review of the curricular structure, semi-structured interviews and work tables, which guided the process of understanding and interpreting the findings. In the results, life-promoting elements were identified in the documents of the curricular structure, both in social and cognitive skills; however, the social practices of educational actors show that they are signi:ficantly distanced from what is written in such documents. The subcategory of social skills is the least intentionally addressed, students say that the school is more concemed about transmitting and repeating the knowledge to get positive results in the state tests than in their personal development, in the subcategory of cognitive skills is distinguished the fact that students relate the term skills onJy to artistic and / or sports competitions, in addition to the lack of implementation of interactive methods, this shows that teachers have weaknesses to enhance Life Skills in students. Finally, the guidelines and the route for the incorporation of Life Skills into the currículum of the Educational Institution under study are collectively designed.
The objective of the research is to incorporate the Skills for Life into the curriculum of Institución Educativa Diversificada Oriental in Santo Tomás-Atlántico, with the participation of educational actors. It is framed in a methodology of qualitative approach, with a critical social paradigm, based on research educational action. The following data research collection techniques were used: the documentary review of the curricular structure, semi-structured interviews and work tables, which guided the process of understanding and interpreting the findings. In the results, life-promoting elements were identified in the documents of the curricular structure, both in social and cognitive skills; however, the social practices of educational actors show that they are signi:ficantly distanced from what is written in such documents. The subcategory of social skills is the least intentionally addressed, students say that the school is more concemed about transmitting and repeating the knowledge to get positive results in the state tests than in their personal development, in the subcategory of cognitive skills is distinguished the fact that students relate the term skills onJy to artistic and / or sports competitions, in addition to the lack of implementation of interactive methods, this shows that teachers have weaknesses to enhance Life Skills in students. Finally, the guidelines and the route for the incorporation of Life Skills into the currículum of the Educational Institution under study are collectively designed.
Descripción
Palabras clave
Habilidades para la vida, Currículo, Habilidades sociales, Habilidades de pensamiento o cognitivas, Life Skills, Currículum, Social Skills, Thinking or Cognitive Skills