This article called "The Management of the Development of the Curriculum in Primary Education", is aimed at elucidating how the Management in Education intervenes in the Development of the Curriculum itself to address the transformation of the challenges that Education in the Primary System presents in Venezuela.
The transmission of school knowledge is an elaboration process in which the teacher and the student select, organize and transform the information they receive from multiple sources, establishing relationships between the information obtained and their previous knowledge.
The purpose of the education that is imparted in educational institutions is to transmit culture, train citizens and train human resources. The knowledge of these learnings is produced intentionally, planned and systematized, which is found in a curricular planning that must be managed.
Introduction
When analyzing the processes of the Curriculum such as planning, administration and evaluation in management for the formation of students in the context of the development of the curriculum in Primary Education, the meanings assigned by teachers and students to the curriculum are evidenced and the changes arise in the postulates of the Primary Education Curriculum.
The Management of the development of the Curriculum in Primary Education in Venezuela as a whole in the management of training and development of individuals, allows to demonstrate in reality the meanings acquired during the conception and formation of the individual.
The school learning is individual and endogenous nature, consists not only of personal representations but involved all social activity and shared experiences. It is noteworthy that students do not build their knowledge alone, but with the intervention of the teacher and classmates.
The teacher represents from a pedagogical perspective various roles, including that of transmitter of knowledge, supervisor and guide, and educational researcher. In this context, the teacher becomes a planner and organizer in the student's encounter with knowledge.
Curriculum Management
The teacher is the manager of the student's knowledge and learning, guides the meaning he assigns to the curriculum and the knowledge it transmits. The curriculum in its administration presents pedagogical problems and biases in its meanings, for which it is necessary to understand how teachers manage the knowledge that students learn in school institutions, this is essential to understand why students differ in terms of what they have learned and attitudes.
The meanings acquired during the teacher's professional training and the practical uses that derive from their experience in the classroom in terms of student traits, methodological orientations, assessment guidelines, among others, make up the transversal axes in the teacher's pedagogical practice.. The role of the teacher is to manage the knowledge of their students, to whom they will provide pedagogical help adjusted to their competence.
The National Basic Curriculum of the Basic Education Level (1997), is conceived with a holistic, integral, systemic vision, supported by a series of learning theories that have common principles, highlighting the following: Humanism, the Genetic Theory of Jean Piaget (1973); the Sociocultural Theory of Superior processes of Vigotsky (1979), the Theory of Meaningful Learning proposed by Ausubel (1976), the Information Processing theory, Neurophysiological Theories and Constructivism.
The constructivist conception of school learning and educational intervention, constitutes the convergence of various psychological approaches to problems such as:
a) The psychological development of the individual.
b) The identification and attention to the diversity of interests, needs and motivations of the students in relation to the teaching-learning process.
c) The rethinking of the curricular contents, oriented so that the subjects learn to learn meaningful contents.
d) Recognize the existence of different types and modalities of learning, creating emphasis on the intellectual, affective and social components.
e) Search for novel alternatives for the selection, organization and distribution of knowledge.
f) Promote interaction between the teacher-student and student-students, through the management of cooperative learning strategies.
g) Revaluation of the role of the teacher as a mediator of knowledge.
Given the existing changes in the Venezuelan reality, the reorientation of the National Basic Curriculum is presented to society by a proposal emanating from the President of the Bolivarian Republic of Venezuela: Commander Hugo Rafael Chávez Frías. Thus, the Curricular Design of the Bolivarian Educational System (2007), becomes part of the discussions raised at all levels, the importance of its management and administration must be adapted to the current needs of the country.
The Curricular Design of the Bolivarian Educational System is described as a large-scale project because it is supported by historical, pedagogical, philosophical, social, cultural, psychological, political, methodological, scientific and humanistic data that will serve as a foundation for comprehensive training of children, youth and adults, adults who make academic life in Venezuela, in each of the subsystems that make up the present curriculum. In this context, said society demands a new management of the educational process, oriented to the reality that the country is experiencing and in accordance with the changes that are taking place worldwide.
Education is a symbol of development, as expressed by Thula, (2005): “… creates choices, alternatives, opportunities for people, reduces two cruel issues for humanity: poverty and disease, and also raises the voice of man in society". In this sense, academic preparation supposes advances with which it is possible to compete in society and transcend the limits of its own development. The human being in his education is always exposed and subject to both internal and external conditions, to changes in his thoughts, conceptions, methods, techniques and paradigms.
conclusion
It is known by all Venezuelan citizens that what is mentioned in article 102 of the Constitution of the Bolivarian Republic of Venezuela (1999), is essential for all educational process to be carried out in the best possible way, to point out that “ education is a human right and a fundamental social duty, it is democratic, free and compulsory… it is a public service and is based on respect for all currents of thought, in order to develop the creative potential of each human being and the full exercise of their personality in a democratic society based on the ethical valuation of work and on active, conscious and supportive participation in the processes of social transformation ingrained with the values of national identity, and with a Latin American and universal vision. "
All citizens of this great Nation are obliged and committed from the moment of its conception to fight for a dignified, free and democratic country. The approach presented by Freire (1998:) "… the importance of the role of the educator, the merit of peace with which he lives the certainty that part of his teaching task is not only to teach the contents, but also to teach to think correctly".
At present, the Management of the Curriculum in Primary Education, supposes in the social political context, the need to form a new citizenship with social and environmental awareness, committed to the security system, defense, development of social policies and guarantor of its adequate implementation, through the effective exercise of its role as social comptroller.
The new proposals that arise from the work teams of the entire society that are intervening in the construction of the National Curricular Design and those of the Curriculum in Primary Education must be oriented to the creation of a new society, based on freedom and equality, that respond to global requirements, with the capacity for analysis and transformation in its conceptions and paradigms.
Bibliography
AUSUBEL, D. (1977). Education and the structure of knowledge. The Athenaeum. Buenos Aires. Argentina.
Constitution of the Bolivarian Republic of Venezuela (1999). Official Gazette No. 36,860, Caracas.
National Basic Curriculum (1997). Ministry of Education, Caracas.
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FREIRE, P. (1998). Pedagogy of autonomy. Necessary knowledge for educational practice. Twenty-first Century Publishers. Argentina.
Organic Law of Education (1999). National Assembly of the Bolivarian Republic of Venezuela, Caracas.
Piaget, J. (1973). Psychology and Epistemology. Ariel, Barcelona. Spain.
Constitutional Reform (2007). Bolivarian Republic of Venezuela. Caracas
THULA, B. (2005) Development in Venezuela and the World 2005-2035. Asociación Cooperativa Servicios de Comunicación, Caracas.
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