Currently, the transformations that education has had during the last decade are events that have not only led to a new legal order, but have allowed the emergence and positioning of new conceptions in the pedagogical exercise; all this as a sign of a trend that seeks a greater harmony of educational processes with those of social development.
In this sense, the new context has posed new challenges in the orientation of learning in education: strengthening creativity for the construction of didactic tools, decentralizing the gaze of results and strengthening the development of skills.
But this race towards educational quality has also led to a partial or limited understanding of society, in favor of economic and technological progress and leaving aside, or ignoring, the complex system of social relations.
With this panorama it can be said that society requires that, in front of the processes of economic modernization, processes of social democratization develop; that is to say, strengthening citizen action through training processes guided by the telos of a modern conception of the world, which allows the construction of new guidelines in the way of solving social conflicts and making collective life an experience of coexistence founded in values such as Dignity, Solidarity and Freedom.
The University, as a space in the formation of the person, has the challenge of making these values a constant in the socialization process and in this way generate dynamics of comprehensive education that enable the formation of individuals who are not only capable of interacting in front of to the world of science and technology, but also to have the capacity to coexist in solidarity within the framework of democratic society and, consequently, adopt critical positions towards the structures and forms of social organization.
The foregoing preamble allows us to focus on the importance of curricular conception in modern education as a model of integral development in higher education.
In this sense, and based on the Profa article. Inciarte, it has that the curricular conception is considered as a process that develops a holistic strategy of academic-organizational development, particularly for the higher education curriculum, characterizing it as dynamic, contextual and historical, based on the assumption that educational institutions have an important source of self-transformation from the curricular process.
Likewise, the author with much eloquence, argues the aspects from which the curriculum can be conceived, for which diagram No. 1 is shown:
Diagram No. 1 presented summarizes the curricular conception that modern education proposes, affirming that it is a holistic strategy since it encompasses all the areas involved in academic development, considering the individual as a being that must be formed in an integral way.; it is an educational technology, and here the analysis can be extended, given the novelty of the term, this paradigm is a curricular vision focused on processes that concern the how rather than the what of education; it is centrally oriented to finding the most convenient means to achieve predefined ends, either by the national official curriculum, or by the school.
The curriculum as technology differs from the cognitive in relation to the focus of attention, in the sense that in the cognitive all knowledge is already learning, but in technology knowledge is communicated and learning is facilitated.
In this sense, a technology is developed through instruction, where the focus is less on learning and more on the relationship between practical material to overcome the problem of efficiency, organization and presentation of educational media.. There is a claim to claim a system free of subjectivist values that, basically, means the aspiration to an approach that presents as objective and neutral value.
The language of the technological curriculum is framed in the search for efficiency in pursuit of reaching a certain product (process-product system), within its usual vocabulary it is common to find terms such as (input), output, behavior inputs, cybernetic models, biofeedback, stimulus and reinforcement mechanisms and the «production of learning» system. The curriculum is seen as a technological process, as a means of production that seeks ends, an industrial educational model.
Likewise, within the development of modern curriculum theory, there is consensus in recognizing that the formal origins of the technological approach, also called "educational technology", are found in the work of Ralp W. Tyler "Basic principles of curriculum and learning".
Finally, based on this new approach, the mission of educators is focused only on seeking the best strategies to effectively and efficiently achieve the objectives determined by the system, be it the macro-system or the micro-system through its center project. In this sense, the teacher's role is reduced to more technical than professional work.
On the other hand, the curricular model is also conceived as an educational project, since it represents a communicative bridge between educational theory and pedagogical practice, guiding and defining the normative and positive guidelines of education, what should be and what is, respectively, establishing rationality between explicit discourse and practice.
In another order of ideas, continuing with the sequence of the Profa reading material. Inciarte, the Instructional Design Model of the curriculum is described, limiting that it is methodologically based on the research techniques of the Social Sciences, and technically on the Sciences of Education.
Within the methodological framework of the Instructional Design Model, there are then three basic work phases for its development, which are:
- The specification of needs, where the proper foundation of the curricular unit is made, previously based on the foundations of the curricular design of the career. The systematic design should begin by searching for information on the information needs in the area, taking place in the scientific community and the academic community in general, at the level of the institution and of the students. These phases include: Design of the teaching-learning process, is the operational form in the design of the process, for this the contents are systematized, according to the established achievements, which must be updated and their information sources available to students. On the other hand, the strategies that define the actions that are going to be carried out by the teacher, the students and their interrelation with the resources are also designed, for this the strategies must contribute and be conducive for the students to become self-managers of their own learning. Design of the evaluation process, which includes the evaluation of the achievements obtained by the students, describing the specifications necessary for the evaluation, taking into account the nature of the objectives set and the achievements obtained. In this phase, the scope and effectiveness of the strategies are simply reviewed in order to achieve the established objectives.
Finally, all these phases are articulated based on the improvement and modernization of education, based on its axis represented by the curricular model of both the educational institution and the curricular units, with the aim of deepening and condensing the professional training of individuals for the reconstruction of societies and in the construction of humanism, and also with the objectives of contributing to the endogenous and global development of the internal and external economy.
conclusion
From all the aforementioned, the curriculum in social "reconstructionism" is essentially characterized by re-locating pedagogical work within the socio-historical context in which it exists and makes sense, where education is seen as education for life, the here and now.
In this sense, the emphasis is articulated in the role of education and in the content of the curriculum within the broad social context, which favors social needs over individual needs; The objectives of education should be directed towards the total experience of the students, where the curriculum is designed to attend to the immediate social realities of the school community. It is an approach that gathers social values and does not deny political discussion about the reality that surrounds the school.
"Reconstructionist" social demands claim the role of education as a bridge to social change, between what reality is and what can become, the real and the ideal; the curriculum must enable young people to adapt to a changing reality.
Therefore, the recognition of the relationships between education and society makes the curriculum conceive as a means in which students learn to find social opportunities, and to adapt to a group rather than to preserve it, finding in it the instruments of survival. and; it is a stream of thought made up of educators identified with reform ideas and with an interest in the development of awareness for these changes.
On the other hand, in the development of modern curriculum theory, social "reconstructionism" represents in a certain way the background of what will be the critical theory of education. Thus, the challenges for the curriculum and the curriculums, from this “reconstructionist” perspective, are then closely associated with the social problems of their time and how to act from educational institutions to actively fight for overcoming this problem.
Finally, this social “reconstructionist” approach is the one that most significantly represents the interest in relating educational action to the global context, picking up in one way or another the conflicts that from there can affect education and involve it, with which reaffirms the notion of a contradictory reality, crossed by various interests and power struggles.
University of Zulia
Resolution No. 329
The demanding conditions of the country and the world, in terms of vocational training, and responding to the continuous modernization of the educational system, The University of Zulia and through the University Council, in Resolution No. 329 clarify the need to intensify efforts in the training of citizens and integral professionals, committed to development and national sovereignty.
Likewise, considering that university education must be aimed at the integral formation of the student and his training to exercise a useful function for society, the University must provide internal pedagogical norms that guarantee its articulation with the preceding educational cycles and the Postgraduate and promote the improvement of the country's education.
The importance of the resolution is based on the premise that the University as a social institution, must assume a critical attitude towards reality, propose solutions to human problems and promote universal thought promoting peace, solidarity, preservation of culture and nature.
In this sense, the importance of the curriculum as a cornerstone for this comprehensive transformation of the student body constitutes the center of change to articulate the reality and context of the university and the needs of the country. Thus, the curriculum must be the integration of activities of investigation, teaching and extension of the diverse elements and academic experiences.
On the other hand, considering that the university assumed a developing curriculum theory, common to all careers, flexible; promoting creativity in all academic activities, encouraging scientific and artistic innovation; The new curricular development guidelines are based on the criteria of integrity, relevance, comprehensiveness, modernization and transformation, which help to propose qualitative development, facilitating the processes of horizontal validation among other universities, making the curricula flexible and complementary among them.
The new transformations that in this resolution give more modernization to the university's objectives for the training of professionals are:
- The scientific, cultural and humanistic professional training experiences will be adjusted to the curricular model. The curricula have as their constituent elements the curricular units (subjects). The curricula will be constituted in five curricular areas: General Training, Professional Training (Basic and Specific) Practices Professionals, Self-Development and Orientation Activities. These elements have the function of deepening the formation of a theoretical-practical aspect, concentrated on a general objective, guaranteeing throughout the career the professional profile.Design of director programs that will describe values, knowledge, skills and competences that must be fostered in some or all of the curricular units, referring to ethics, aesthetics, research, environmental education, national identity,mother tongue, computer science, foreign language. Being these instruments of horizontal and vertical articulation in the integral formation of the student. With respect to the general formation described in point No. 3, the student must be guaranteed knowledge and experiences throughout the career, allowing her to locate herself in a physical space.Activities focused on ethical, philosophical, civic and sporting values are implemented here to allow the student to express their personality and achieve their full self-realization. The orientation area must guide and support the positive traits of the student, in such a way that it is a fertile seed in the field to which you are entering. The curriculum must present the theoretical conceptual framework, where it expresses the educational conception of the university and the curricular model with its axiological and epistemological models. It must also present the Foundation of the career, justifying the profession, the social need, the legal basis and the description of the occupational market. It must have the Professional Model, where the profile of the academic-professional will be described,the educational or general objectives of the career and the relationship with postgraduate studies, for the continuity of training, and its relationship with research centers. It must also have the design of the curricular needs programs, the feasibility plan curriculum, and the evaluation plan, all under the rules and regulations established by the institution.
Finally, the resolution in its greatest importance observes the humanistic and ethical values, among others, strengthening the student's integral formation as the most viable way to achieve its ultimate objective: to respond to the needs of the context at a given moment.
