Reformas curriculares en educación tecnológica: experiencias de adecuación desde la perspectiva de directivos y docentes
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Horizontes Rev. Inv. Cs. Edu.
Abstract
Los institutos tecnológicos son centros de formación de profesionales para el desarrollo nacional, en lo últimas décadas han sido parte de las reformas curriculares a fin de adaptarse al enfoque por competencias y mejorar la calidad educativa. La investigación tuvo por objetivo conocer las experiencias de los directivos y docentes en el proceso de adecuación e implementación del currículo específicamente en las reformas del Ministerio de Educación de Perú entre 2006 y 2020. Utilizando un enfoque cualitativo y un diseño fenomenológico hermenéutico, los hallazgos revelan que la adecuación curricular fue gradual y complejo debido a las normativas, con limitaciones temporales y escasa conexión entre instituciones educativas y empresas. Aunque el currículo actual es más organizado y consensuado gracias a la participación de los involucrados, pero persisten las practicas pedagógicas tradicionales. Se puede cerrar indicando la necesidad de fortalecer la colaboración entre la academia y la industria para mejorar la formación técnica.
Technological institutes are centers for the training of professionals for national development, and in recent decades they have been part of the curricular reforms in order to adapt to the competency-based approach and improve educational quality. The objective of the research was to learn about the experiences of managers and teachers in the process of adaptation and implementation of the curriculum, specifically in the reforms of the Ministry of Education of Peru between 2006 and 2020. Using a qualitative approach and a hermeneutic phenomenological design, the findings reveal that curriculum adaptation was gradual and complex due to regulations, with time constraints and little connection between educational institutions and companies. Although the current curriculum is more organized and consensual thanks to the participation of those involved, traditional pedagogical practices persist. We can close by indicating the need to strengthen collaboration between academia and industry to improve technical training.
Technological institutes are centers for the training of professionals for national development, and in recent decades they have been part of the curricular reforms in order to adapt to the competency-based approach and improve educational quality. The objective of the research was to learn about the experiences of managers and teachers in the process of adaptation and implementation of the curriculum, specifically in the reforms of the Ministry of Education of Peru between 2006 and 2020. Using a qualitative approach and a hermeneutic phenomenological design, the findings reveal that curriculum adaptation was gradual and complex due to regulations, with time constraints and little connection between educational institutions and companies. Although the current curriculum is more organized and consensual thanks to the participation of those involved, traditional pedagogical practices persist. We can close by indicating the need to strengthen collaboration between academia and industry to improve technical training.
Description
Vol. 8, No. 32