This article establishes the pedagogical foundations necessary for the preparation of educational proposals, applicable to any type of institution. The propositional analysis starts from the theoretical conceptions, which incorporate fundamental elements that must be incorporated into the proposal, such as the aims of education, the conception of training and education, the importance of incorporating educational strategies in the global context. of the proposal, the formulation of the educational philosophy and the north that this marks within the institution, the educational levels that allow the structuring of the curricular design to be established and the importance of this within national regulations.
The systematization of the educational proposal, starting from the curriculum as the guiding axis of what to do educational, the dimension of planning as an element that allows us to minimize problems and maximize results, diagnosis as a means of information that determines to identify needs and potentialities, prioritizing social requirements, also incorporating the analysis of the nature of the problem.
Ramis (1995) establishes that following an old definition, modified to adapt it to current times, education can be defined as a continuous process, taking an interest in the integral development (physical, psychological and social) of the person, as well as the protection and improvement of their natural environment, helps them in the knowledge, acceptance and direction of themselves, to achieve the balanced development of their personality and their incorporation into the community life of the adult, facilitating the ability to make decisions in a conscious way and responsible.
Logically, this procedural education will be more directive the younger the age of the learner and much less, remaining in mere training and orientation (free to be followed), the older their age: education tends to liberalize, self-education and increase in the freedom and, consequently, responsibility, of the educated person. We educate for competition as free and responsible social and solidarity citizens.
According to this definition, education presents, or should present, certain elements such as the procedural (a process throughout life). This educational process involves from a maximum directivity from the first year of the child's life until the Total freedom when the student reaches the age of youth and adulthood., He must start from a maximum heteroeducation to a maximum self-education. Education is provided by parents, teachers, public standards, the media (formal education given through the corresponding educational system; and informal education, through all the facts of daily life). This educational process procures (or must procure) the maximum physical, mental (intellectual, emotional, affective) and social development of the person. It must also procure the knowledge and acceptance of oneself.As well as the direction itself to achieve the maximum development of the personality, as well as the capacity and reality of incorporating with the greatest guarantees and the best cooperation into community adult life. Likewise, the educational process must facilitate the decision-making capacity in a conscious and responsible manner, for this reason, education must not only seek to improve the educated person, but also that of the entire natural and social environment.education must not only seek the improvement of the educated person, but also that of all their natural and social environment.education must not only seek the improvement of the educated person, but also that of all their natural and social environment.
Ramis also defines that an obligatory frame of reference that every Educational Project of the Center must have, as well as the different curricular projects of the stage are the ends or purposes that they pursue, which must be embedded within the entire educational proposal.
1.2. The formation
According to Prieto (2004), the concept of training is linked to an interpretation process that allows us to understand reality, develop as a person, understand for ourselves and transform information.
It is learning the skills necessary for a certain job, that is, knowing how to do it.
Training encompasses training, empowerment and development.
The pedagogical dictionary (Ander Egg 1997) says that this term refers to the acquisition of knowledge, attitudes, skills and behaviors associated with the professional field (preparation for a particular type of activity) or for the knowledge of certain disciplines.
1.3. Training
In the International Workshop on Future Training in Protected Area Management (UNEP-PAC 2003), it is established that the training is a planned effort by an organization to facilitate the personnel learning of the skills related to their work. Skills include: the knowledge, skills, and behaviors necessary for successful job performance.
This definition has been expanded to include creativity and knowledge sharing.
The goal of training is for trainees to master the knowledge, skills, and behaviors presented in the training program or session and to apply them in daily work.
Training is more than just learning or developing skills. In business, it is the creation of intellectual capital to take a competitive advantage.
Training should be viewed as part of the management scheme, not as an occasional or sporadic activity. You must link all staff at one time or another to create an organization that learns.
The learning cycle is based on the systems approach (an aspect studied by Morin) and the investigation of actions; It emphasizes problem solving, but the problem solving process is constantly reviewed and refined.
Planned change is the basic component of the training cycle; and it consists of an evaluation phase, the design of the intervention, the execution of the intervention and the evaluation of the results.
The definition of training expressed in Article 10 of the National System of Technical Education in Bolivia (SINETEC) defines it “as a short-term educational action, aimed at providing the participant without distinction of age or gender with previous skills obtained from a basic training or empirical training, the possibility of completing, updating, specializing, perfecting or reconverting their knowledge and skills, through intensive practice and theoretical complementation, oriented towards the occupational and professional needs of the economic and social sectors ”.
1.4. Educational strategies
Every educational proposal, however simple or complex it may be, must establish the strategies on which it will base its pedagogical foundation. Betancourt (1993) defines the educational strategy as a human action oriented towards an intentional goal, conscious and of controlled behavior, with which relate concepts referring to plans, tactics and rules within the educational field; that is, having the goal in mind, it must be determined how the teacher acts and in what way he controls the consequent actions to reach the student.
Sawin (1970) explains that for the formulation of educational strategies, hypotheses must be used. There are no laws of learning or human behavior that can produce exactly what students learn or how they learn as a result of specific teaching.
Based on the information available, the hypothesis of how students are organized to participate in certain activities is formulated, in this sequence, using the chosen materials, it is expected that they achieve the objectives in the planned way.
On this same subject, the Colombian Institute of Pedagogical Education establishes that the processes of nationalization of the natural and social environment require teachers with a great sensibility towards the creative, the playful, to the appreciation of the simple things in life that are the starting point of the psycho-affective and cognitive development of adults and children. Learning by doing is a suitable technique for students and teachers, not only as a form of teaching-learning, but also as an essential aid in the construction of ethical values and the knowledge and interpretation of their realities.
Learning by doing highlights the value of the positive role of affectivity in the process of knowledge and in the consolidation of the memory of each of the senses, since the images constructed and developed by each of the senses are not given in isolation or independent, but in a deep interrelation between doing – knowing – learning – enjoying.
This pedagogical approach to learning by doing involves the development of strategies for confronting the theoretical elements in both the pedagogical and methodological fields.
The construction of knowledge from the knowledge and experiences of teachers requires respect for individualities and favors the collectivization of practices and experiences previously unknown or undervalued by verticality in teacher-student relationships.
Knowledge processes are structured, enter into crisis and are permanently rebuilt, this pedagogical principle allows free discussion, requires the self-evaluation of teachers and students, promotes healthy emulation among participants, stimulates research at the individual and collective level.
1.5. Philosophy in education
The educational proposal must formulate the philosophy on which it will develop its principles, Hernández (2000) establishes that man is the only educable being, this being is simultaneously biological, psychological and social. But it is not passive but active. He is facing the world provided with a spiritual activity, with a conception of life. Through this basic idea he finds the explanation of many "why", apart from the possibility of focusing on reality as a whole. In the first instance, philosophy is, therefore, a conception of the world and of life that affects behavior. This happens not only with the philosophy of the "professional philosophers", but also with the "philosophy" of the common man.
All philosophical theory leads to an attitude and tries to unitarily explain reality. This is why he says that philosophy is a totalizing reflection in whose field both the natural and the human enter.
From what is said derives the importance of philosophy for education. If it intends to form man in his integrity, who else than philosophy can give him an idea of that integrity? The educational institution cannot undertake its mission, if at least an outline of the point to be reached has not been drawn before, that is, an "image" of the man to be formed. For this reason, essentially, the philosophy underlying educational action must be a "philosophy of the human".
Due to these reasons, educational philosophy is consolidated as a science, giving the necessary support to pedagogues in the task of educating humanity.
1.6. Educational levels
According to the Pedagogical Dictionary (Ander Egg 1997), educational level is an expression used with different scopes and its meaning is given by the context in which it is used. A fairly frequent scope is used as stages, referring to the organizational structures of the educational system; this varies by country.
According to Law 1565 of the Bolivian Educational reform, the curricular structure comprises two areas; formal education and alternative education. The formal area is organized into four levels: preschool, primary, secondary and higher. The alternative education area is made up of adult education, permanent education and special education.
Article 18 of this Law creates the National System of Technical and Technological Education (SINETEC) to regulate the training of professionals, technical teachers and job training based on public technical centers and institutes in the agricultural, commercial, industrial and others.
1.7. Educational typology
According to article 56 of the same legal body, in accordance with the Political Constitution of the State, there are two types of education: public and private at its different levels. According to article 47 of this same legal body, public education will be sustained by the General Treasury of the Nation at the pre-school, primary, secondary and alternative education areas.
The Law does not establish the funds with which private institutions will be sustained, but it is assumed that their activities will be financed with the economic resources of the families of the students, cooperating organizations, etc.
1.8. Educational project or proposal
Ministerial Resolution No. 138/96 of October 15, 1996 approves the SINETEC Regulation, unfortunately this regulation does not define the concepts that the educational project must contemplate. Therefore, we assume that these proposals have the same characteristics as those set forth in Supreme Decree 239559 Regulations on the Curricular Organization, which is part of the Bolivian Educational Reform Law. The definition is found in article 103 that defines the unit educational project or core educational project, as one that includes the communal or neighborhood and nuclear educational proposals, formulated from the identification of the basic learning needs of a given community.These projects are oriented to the substantial improvement of the quality of education at the school and core level and constitute areas of generation and execution of educational offers agreed by the community.
According to Suazo (2006), the educational project is an effective mechanism for the participation of teachers, students and parents, on which the type of establishment, administrative unit and financing will depend.
It will also be different, depending on the educational level covered by your coverage.
The educational project or proposal is the fundamental basis from which the framework of the fundamental objectives and the minimum content of the courses are elaborated, it must be conceived as a technical and political instrument that guides the work of the school establishment, explaining its educational proposal and specifying the means that will be put in place to carry it out.
It should be noted that the educational project or proposal, in order to be meaningful, must allow gathering the demands and expectations of all members of the educational community and assuming the demands and expectations of the population or sector that will benefit.
The construction of the educational project involves a reading of reality, which shows that it, or some of its aspects, must be transformed; You must establish an anticipated vision of the desired situation, having to consider an action strategy that will make the required changes possible.
1.9. Curriculum
According to Cortes de Muñoz (1976), the school program is the concrete and detailed expression of the curriculum; without plan and without program; Not only is it navigated aimlessly, but it is inevitably drowning, since a good arrangement and arrangement of subjects contributes to the perfect and complete realization of the proposed objectives, as well as for its purpose of serving as a guide for the teacher, clearing in all doubt and obfuscation, that is, serving him as true and thorough guidance.
The most imperious or technical norms necessary for its elaboration must be those that consider: objectives, contents, applications and in many cases the evaluation.
2. Educational planning
According to Llerena McGinn (2002), it is a process that seeks to foresee various futures in relation to educational processes; specific purposes, objectives and goals; it allows the definition of courses of action and, from these, determines the most appropriate resources and strategies to achieve them.
Considering that this is intimately accompanied by an integral planning of education, in this way it will give a true harmony with economic and social development to promote the integral strengthening of society.
2.1. Dimensions of educational planning
Educational planning implies giving real solutions to the concrete problems that are identified within an educational community, a municipality, a region or a nation, a change is sought to overcome the real deficit situation in order to achieve better results.
Auccasi (2002), to fully understand the dimension of educational planning it is necessary to address the social dimension, technical dimension, political dimension, cultural dimension and prospective dimension.
2.2. Phases of educational planning
As Díaz (1993) argues, educational planning requires a logical and systematic process to establish the best possible conditions for its construction, which is made up of diagnosis, analysis of the nature of the problem, design of action options, implementation and evaluation.
2.2.1. Diagnosis
It constitutes the first link of connection with the referential context, the educational needs, the learning conditions and the factors that affect the educational process, allowing us an approach to establish the new programming, design of action options, implementation and evaluation.
2.2.2. Analysis of the nature of the problem
It is the comprehensive understanding of the complexity of educational reality to capture the external and internal relationships of the educational environment, social, economic, political and cultural factors in order to formulate a prospective approach.
2.2.3. Action options design
Planning as a response of futuristic anticipation has to come off the deck of possibilities that are more in line with the desired educational reality in the participation of the actors, whether they are leading and stellar, that allow the transformation of the educational reality.
2.2.4. Implantation
It is the application of educational planning in a concrete reality in order to solve the manifest and necessary needs of the educational community.
2.2.5. Evaluation
It aims to cover the variety of aspects of the educational plan in order to establish balances from a context of process, results and product in order to develop theoretical frameworks and methodological derivations so that the program achieves results of efficiency and optimization of educational planning.
2.3. Educational planning and curriculum design
Educational planning is the macro systematization of the educational task, encompassing globality. On the other hand, curriculum design is a dynamic, participatory and technical process that is related to the social context in which it integrates the curriculum.
The curriculum proposal or model (Taba 1999) emphasizes the need to develop school programs, based on a curriculum theory that is based on the demands and needs of society and culture. The result of this analysis is carried out through research, it constitutes the guide to determine the educational objectives, select the contents and decide the type of learning activities that should be considered.
3. Educational planning as institutional proposals
The planning instruments incorporated into the educational system are an indicator and generator of changes in the models and in the daily life of educational institutions and, to the extent that other disciplines support education to achieve its purposes, these instruments will be incorporated definitely in the activity of the unit or educational proposal.
Suazo (2002), establishes that educational planning as an instrumental proposal is intended to promote organizational change; It is a form of intervention in the organization, operating in a reality of constant change.
Likewise, this author establishes that the educational or institutional project model must be understood as a continuous, permanent and systematic process, through which the educational proposal is supported to make decisions; It allows the participation of the organized community, offering effective spaces around the educational project, which should mobilize all the actors to achieve the stated mission. Therefore, the institutional educational project fulfills the functions of identifying the educational proposal and explaining the principles and values in which it is intended to educate students, their educational purposes and objectives, defines the organization of resources and the operation under the proposed goals. It is the benchmark for the continuous evaluation of each segment of the methodological model, likewise,informs potential new members of the community about the educational offer made in light of the educational project.
Another important aspect that must be considered is that the institutional educational project is a continuous process of joint reflection by all members of the educational community. The realization, elaboration, monitoring and evaluation is a challenge to apply in practice the principles and values discussed and assumed by all the members.
The execution of the educational proposal goes beyond the dead letter of the document that reflects the intentions of what you want to do, if not, it is an instrument of collaboration between all participants in the educational process, call these students, teachers / instructors, administrative or social community, all of them should assume a dynamic and active character.
The decisions adopted within the institutional activities are subject to possible reviews and evaluations, which may generate possible changes or modifications, depending on the results obtained, that is why we say that the processes are dynamic.
The educational project or proposal has the objective of continuous interaction and cooperation between the elements of the community that makes it up. Suazo (2002) defines that the minimum elements to be considered in the design of an educational project or proposal must be the foundation, the human profile, the general and specific objectives (Suazo 2002).
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