El currículo en la básica primaria: Aportes para la formación en pensamiento divergente en la ciudad de Bogotá, Colombia

Abstract

This research arises as a response to the problem related to the need for a curricular update that allows encouraging a reform of the Colombian educational system in order to respond to the demands of a new era in the history of mankind defined as Society 5.0. The main objective of this thesis is to initiate this work from a curricular conceptual proposal that prioritizes the development of divergent thinking in the first and second grades in the locality of Fontibón (Bogotá D. C., Colombia) in the context of Society 5.0. It is based on the identification of the orientations that guide the curriculum at these levels, recognizing educational proposals related to Society 5.0 to promote the prioritization of divergent thinking in the local educational context. The proposal is presented through some theoretical contributions that allow articulating the context with the purposes of education according to global demands, which are focused on balancing technological advances with the welfare of the general population, as stated in the ODS (2030). The research process obeys an interpretive paradigm, with a qualitative approach that, through phenomenology in education, made it possible to support the need for such curricular reform. Techniques such as observation, documentary analysis and discussion groups were implemented, each of which required the use of instruments such as the field diary, the analysis matrix and group discussion to obtain information, both from the conceptual and experiential levels, with the objective of strengthening the research work from the reality of the context. At the end of this work, it was concluded that local environments demand contemporary approaches and methodologies focused on action, experimentation, collaborative work, emotionality and ethics, factors that, from the cognitive to the psychosocial, will allow citizens to respond to the difficulties of the era they are living in. Therefore, a renewal of current curricular approaches is required based on theoretical parameters that encourage the inclusion of divergent thinking as a determining factor in the implementation of interdisciplinary approaches adaptable to the contexts.