The complexity and the skills approach
Saturday, November 6, 2010
One Seater Dune Buggy Plans
COMPLEXITY AND THE COMPETENCE APPROACH
Profra. Anel G. Montero D. ATP
Education Sector No. 11
Perrenaud (2001) argued at the rate of reflective practice and critical engagement: "It is necessary to intensify the preparation of teachers for reflective practice, innovation and cooperation." However, it is clearly a serious inconsistency between theory and practice. A concrete example of this situation is manifested in so-called "anthologies" that offer a "selected readings" by those who design and / or direct academic issues that are part of public policy in education in our country. Some situations that reflect these practices are:
1 .- The lack of budget to achieve provide truly original cultural assets contribute to articulate the background of the teacher with the new content that presents the Reform of Basic Education.
2 .- The commitment by teachers who do not read and obviously not interested in deepening the approach of the authors who are considered "pillars" of a particular pedagogical approach or psychological power. This point has to do with what Diaz Barriga (2001) calls "vision of employee" with submission and resignation takes union demands federal government to "train" teachers at the rate of the new Plan and Agenda for Studies on the competence approach.
Question What are the criteria for selecting Perrenaud readings, for example? It has to do with what is "politically correct" to "both sides": the union and the officer. The Thinker has a text entitled "The training of teachers in the XXI century", which states the following:
- "For the 2050 (...) It may be that the school is gone, that talk of education as one of those trades of the past, very moving to force to be outdated "
In this sense, Perrenaud forces us to think about where we are and where we go:
-" You can not train teachers without ideological choices. According to the model of society and human beings to defend themselves, aims to be allocated to the school not the same and therefore, the role of teachers is not defined in the same way "
the starting point of these reflections that, by dint of hanging around my head have decided to manifest itself at risk of being considered "politically incorrect" by those who manage magisterial temporary destinations to national and state level, but only as they are betting that the bases "no read", not interested "intellectualizing" in terms of transcending the teaching practice, I bet because they are not interested in my voice as represents a bit of "Jiminy Cricket" annoying and uncomfortable, but it would still tell the truth and stop being the voice of conscience of one who has no eyes or ears to hear to listen.
THE PARADIGM OF COMPLEXITY AND THE COMPETENCE APPROACH
thought Edgar Morin proposed complex, requires the teacher positioning in terms of what kind of society (information, knowledge or, to paraphrase Michael Peters: wisedom society) has to his credit. In this regard, the position and area of \u200b\u200bregistration of the teacher are worthy to be taken into account, they will be the filter (lens) through which to interpret reality (the paradigm).
Aristotle said: "Speak, for you know" and on the same line of thought to recognize a position of the person through word projects its thoughts. It is not possible to understand the complex thought of Edgar Morin without being aware of the distinction between modernity and postmodernity (industrial and postindustrial society), it is from post-structuralism where Morin paradigm articulates its complexity.
FUNDAMENTALS OF REFORM REVIEW LINK vs
Any criticism of the system will surely be considered "politically incorrect" because we are part of an educational system whose structure and dimension to any effort sometimes seems to exceed to train teachers seriously critical, analytical and reflective, because at times you bet on that kind of teacher who does not question, or analyze the proposals he has in his hands and thus, much less have the theoretical and methodological arsenal to discern the coherence, consistency and relevance of what the official part, in agreement with the union, imposed in the name of "training" of the bases.
diploma program in the 2nd and 5th grades in the context of the Comprehensive Reform of Basic Education, held from 18 to 21 October 2010 in the city of Xalapa, occurred know the basics of the reform, which returns to the thought of Edgar Morin from the paradigm of complexity. One aspect that sets the complex thought, is the convenience of taking into account many factors to analyze any phenomenon (a fact or situation.) Establishing to be reimbursed the whole and its parts and understand, from the paradigm of complexity that the whole is greater than the sum of its parts.
decent thing to note is the emphasis on the fundamentals of the reform to take into account the context, situation and the factors surrounding the act of education to offer a perspective that goes beyond the simple thought and is more than the sum of the parts of that situation.
However, this does not work in reality. On Wednesday 20 October, having had two sessions in Module I of the diploma, offered in the afternoon a meeting in which participate the three hundred and fifteen more technic-pedagogical advisors we turned to take the "training" to the city of Xalapa. At that meeting, we were informed, inter alia:
1 .- The follow-up called "Taller Brief"
2 .- Letter
Programmatic
3 .- (PEMLE) Program emerging for the improvement of educational attainment
4 .- showed educational sectors that have school zones with a school that has "problems" in the test results of ENLACE.
Roughly speaking, these were the issues in the plenary and each and every one of them revolved around the ENLACE test, so it's no wonder that schools considered by the BSS to "support" academic areas are rural or high poverty, because instrument was designed to standardize what is intrinsically heterogeneous.
THE PARADOX ... someone explain to me ...
one hand, the fundamentals of reform based on the paradigm of complexity ensure that the phenomena that occur in the educational field are complex and far from being solved from a single perspective, but ALL (as underlined by case and bold) work initiatives for technical and pedagogical advisers who come from the Education Department from the ENLACE test.
CRITICAL APPROACH FROM THE POWERS
And in a moment, "educating for life" from the competence approach has misrepresented its origin: "Educating for review LINK" is the slogan of the moment.
Since the excessive emphasis on assessment and teaching practice is losing its essence and teaching work focuses the attention of the "guide" or "facilitator" for the "user" who must be certified by international standards have little or nothing to do with the context in which it develops the teaching-learning process.
The improvement plans are not aimed at the efforts of those involved in education in context, but test results LINK. Rivers of ink have run on this instrument is part sezgado and virtually useless to evaluate our students, but otherwise it is politically correct to assign resources to the institutions of the country and is part of the requirements
;
VILE "CARROT"
Of course, if the teacher is not assumed as such and is responsible for their own intellectualization, surely there will come a day when the times to reach it and force him to take charge of their own professionalism. At the moment, but the rejection of consideration of ENLACE is widespread, the "carrot" is the economic stimulus from public policies that govern the money in all areas, why? because they know that the average teacher is underpaid, poorly assessed and inadequately treated and economic stimulus (small or large) that represents "lift" the "quality" of education through the LINK, will be seen as a reward for the effort undertaken by partner in their daily teaching practice. The questions that are relevant at this point are:
1 .- Where are we?
2 .- Where are we going?
3 .- How did we allow ourselves to get to this point?
THE COMFORT ZONE AND ... PART OF THE CARROT?
Jeff Bush, the brother of George Bush, Florida implemented a few years ago, the "Bono Education", which was to give the parent the full amount of your child's education (a) for one school year and this in turn was paid to that teacher that he felt she could raise her little ... What if in Mexico these practices take place? What is the role of the union in this new role is assumed for the teacher, but myopically fails to see that are all involved in education who have to face these new times?
SKILLS APPROACH IS THE PANACEA?
Diaz Barriga (2001) takes the approach of the "pendulum theory" makes George Snyders (1972). In this highlights how between the various schools teaching there is a position of denial, which leads them to put one into the other end, contrary formulations on a topic. At this time the approach takes the behavioral skills of the educational field to apply on behalf of augmenting the skills of the students ("users"), though of course Diaz Barriga pendulum recognized in this development of the various proposals on education . This new curriculum is not really new and does not represent a natural evolution of the educational field, but a marked tendency to follow the OECD guidelines imposed for the sake of "reforming" education to be according to the present day, where the only constant is change.
Subscribe to:
Post Comments (Atom)
0 comments:
Post a Comment