Pinceladas curriculares complejas que transforman la enseñanza y el aprendizaje a través de la intervención didáctica

Abstract

The present research work consisted in understanding the curriculum of grades 3 and 5 in language and mathematics with an emphasis on technologies in the Las Peña-Corozal educational institution, in order to favor the construction of a related didactic proposal with ten workshops, aimed at the teachers of these grades, in improving the relevance and coherence of said plan. The study was qualitative, supported by the principle of organizational recursion of the paradigm of complexity, with research-intervention methodology, through scenarios such as: document review, qualitative interview and reflective equipment. The results showed the little appropriation of the didactic knowledge of the teachers in the mentioned disciplines and the poor articulation with the curricular guidelines, competency standards and basic rights of learning. These results led us to conclude that the specific didactics in these fields of knowledge are necessary in the training of teachers and it influences more in the way of how they are taught that what is said about the way of teaching and consequently to imagine a coherence between The way of teaching trainers and teaching models to transform teaching practices.