Suchergebnisse

El autor es un experto implicado en el proceso de diseño curricular vivido en Chile desde la promulgación del LOCE en 1990. El artículo, Basándose en esta experiencia, el artículo describe con detalle este proceso. Muestra las claves, circunstancias y momentos del proceso de construcción y desarrollo de una reforma curricular. Da cuenta de los procesos y contextos que intervienen en ello. Señala que tiene un proceso de construcción política. Pero no sólo se deben a este tipo de decisiones (como marco ideológico y social de decisiones y poder). Los procesos reflexivos que acompañan la toma de decisiones y los cursos de acción generados son importantes. Como también lo es la historia. Incluso los lineamientos curriculares y las presiones hacia el cambio que se den globalmente pueden influir bastante. Así muestra como en Chile, a pesar de partir de una política educativa en la que no había entrado la idea de currículum, ésta empieza a emerger conforme se va construyendo su desarrollo práctico y curricular. De todas las lecciones aprendidas en el proceso destaca que son componentes clave del proceso la participación y la innovación. Argumenta que hay razones sustantivas y políticas para ello. La primera es clave para que el profesorado se apropie de la propuesta de reforma y la haga posible. Por último, destaca que se produce un desarrollo de las capacidades institucionales de diseño y desarrollo curricular en la medida que se ponen en marcha y acumulan procesos de este tipo. ; The author is an expert implied in the process of curricular design lived in Chile from the promulgation of the LOCE in 1990. The article, being Based on this experience, the article describes with detail this process. It shows the keys, circumstances and moments of the construction process and development of a curricular reformation. She gives bill of the processes and contexts that intervene in it. It points out that she has a process of political construction. But they are not only due to this type of decisions (like ideological and social mark of decisions and power). The reflexive processes that accompany the taking of decisions and the generated action courses are important. As well as it is it the history. Even the curricular limits and the pressures toward the change that they are given globally can influence enough. This way sample like in Chile, in spite of leaving of an educational politics in which the curriculum idea had not entered, this begins to emerge she conforms to she goes building its practical and curricular development. Of all the lessons learned in the process it highlights that they are component key of the process the participation and the innovation. She argues that there are substantives and political reasons for it. The first one is key so that the faculty appropriates of the reformation proposal and he makes it possible. Lastly, it highlights that she takes place a development of the institutional capacities of design and curricular development in the measure that they start and they accumulate processes of this type. ; Grupo de Investigación FORCE (Formación Centrada en la Escuela). Universidad de Granada

The author is an expert implied in the process of curricular design lived in Chile from the promulgation of the LOCE in 1990. The article, being Based on this experience, the article describes with detail this process. It shows the keys, circumstances and moments of the construction process and development of a curricular reformation. She gives bill of the processes and contexts that intervene in it. It points out that she has a process of political construction. But they are not only due to this type of decisions (like ideological and social mark of decisions and power). The reflexive processes that accompany the taking of decisions and the generated action courses are important. As well as it is it the history. Even the curricular limits and the pressures toward the change that they are given globally can influence enough. This way sample like in Chile, in spite of leaving of an educational politics in which the curriculum idea had not entered, this begins to emerge she conforms to she goes building its practical and curricular development.Of all the lessons learned in the process it highlights that they are component key of the process the participation and the innovation. She argues that there are substantives and political reasons for it. The first one is key so that the faculty appropriates of the reformation proposal and he makes it possible. Lastly, it highlights that she takes place a development of the institutional capacities of design and curricular development in the measure that they start and they accumulate processes of this type.

This open access report presents findings from the five Latin American countries that participated in the second cycle of the IEA International Civic and Citizenship Education Study (ICCS 2016). ICCS 2016 investigated the ways in which a range of countries are preparing their young people to undertake their roles as citizens during the second decade of the 21st century. The study also responded to new challenges in civic and citizenship education, and its findings allow robust comparisons of lower-secondary students' attitudes to and perceptions of a wide range of aspects related to civics and citizenship. The results presented in this report come mainly from data collected via a regional Latin American student questionnaire. The findings provide insights into Latin American lower-secondary students' thoughts on government practices (e.g., corruption and authoritarian government), their attitudes toward peaceful coexistence (e.g., use of violence, disobedience to the law, empathy), and their perceptions of diversity in society (e.g., tolerance of and discrimination against minorities and homosexuals). Four of the five participating Latin American countries also participated in the previous cycle of this study (ICCS 2009), making it possible to explore changes in young people's civic-related perceptions and attitudes between 2009 and 2016. Data from the international part of the study (test and questionnaire) were used to review the extent to which region-specific perceptions relate to other factors such as students' level of civic knowledge and students' socioeconomic and educational contexts.

ICCS 2016 was the second cycle of the IEA Civic and Citizenship Education Study (ICCS). ICCS studies the ways in which education systems from around the world prepare young people to undertake their roles as citizens in society. In Latin America, this area of learning is set within particular challenges and contexts. Compared to established Western democracies, most countries in this region returned to democratic rule only three or four decades ago or even more recently, and their political, social, and economic stability continues to be called into question. Surveys have consistently found that commitment to democracy among adults in this region is not well established, a situation that makes education for citizenship an important element in efforts to establish democratic sustainability. The results reported in this publication are based on data gathered from random samples of about 25,000 students in their eighth year of schooling in almost 900 schools from five Latin American countries: Chile, Colombia, the Dominican Republic, Mexico and Peru. This regional report is based on data relating to the four region-specific topics concerning civic and citizenship education in the Latin American region, and student perceptions and views of public institutions and government; peaceful coexistence; and social cohesion and diversity.