Cómo la pandemia relevó el rol docente y la importancia de priorización curricular

Expertos y expertas de distintas partes de América Latina se reunieron en el webinar “Formación integral y priorización curricular en tiempos de crisis". Se trata de la segunda sesión del ciclo de webinars organizado por la Facultad de Educación de la UC y la Agencia Chilena de Cooperación Internacional para el Desarrollo (AGCID).

Un estudiante de quinto básico tratando de aprender ecuaciones matemáticas en frente del computador y preguntándole a sus padres la manera de llegar al resultado. Este es un escenario que se repite en Chile y en varios hogares del planeta debido a la pandemia por COVID -19, donde las familias han tenido que asumir un rol más protagonista a la hora de acompañar el proceso de aprendizaje de las y los niños. De hecho, según la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO), hasta marzo de este año eran cerca de 1.370 millones los alumnos, en el mundo, los que vieron afectadas sus rutinas de estudio debido a las implementaciones sanitarias que las diferentes naciones implementaron para frenar el número de contagios.

Un contexto que ha sido desafiante no sólo para las y los profesores que de un día para otro tuvieron que modificar sus metodologías y enseñar de forma remota, si no, también para aquellos padres, madres y tutores que velan por la educación de las y los alumnos. Entonces, ¿Cómo seguir ajustándose a esta nueva forma de educar? y ¿cómo priorizar lo que se enseña? Estas fueron algunas de las preguntas que se trataron de responder en el webinar “Formación Integral y priorización curricular en tiempos de crisis”, organizado por la Facultad de Educación de la Pontificia Universidad Católica y la Agencia Chilena de Cooperación Internacional para el Desarrollo (AGCID). El evento se realizó el pasado 15 de octubre y contó con más de 600 personas conectadas paralelamente desde distintas partes del continente.

“Todos los que somos padres, madres, tutores o tutoras, lo único que deseamos es que se acabe el homeschooling (o educación desde casa)”, explicó Silvia Grinberg, directora del Instituto del Laboratorio de Investigación en Ciencias Humanas de la Universidad Nacional de San Martín y una de las participantes del encuentro, sobre el contexto que se vive en diversos hogares de Latinoamérica. “Nos hemos dado cuenta que necesitamos de docentes, que enseñar no es una tarea tan sencilla y que no es tan fácil que las máquinas enseñen. Sin dudas las padres, madres y tutores necesitamos de maestros y maestras que enseñen a nuestros hijos. Esto le abre a la educación un sin número de desafíos, más aún cuando debamos seguir en casa”, agregó.

¿Cómo priorizar lo que se enseña?

Seguir la educación en casa de manera total o parcial presenta un desafío. Uno de los más importantes, para los expertos, es cómo priorizar lo que se enseña y apostar al aprendizaje más que al proceso de aprender algo de memoria.

Sobre este punto se refirió Karenina Troncoso, Doctora en Ciencias de la Educación de la UC y académica de la Universidad Nacional de Caaguazú (Paraguay): “Primero debemos preguntarnos qué currículum necesitamos para la sociedad actual y qué necesitamos para responder y transformar nuestros entornos y visionar el porvenir”.

Troncoso aprovechó su presentación para aludir al riesgo de “tecnificar el currículum” y los desafíos del quehacer docente en esta materia. “¿Cuáles son los y problemas que se enfrentan y de qué se debe hacer cargo el currículum? Aparecieron temas como argumentación, derechos humanos, la gestión de las emociones, los objetivos de desarrollo sostenible, desigualdad, pobreza, y a partir de estos problemas construimos el itinerario curricular”, explicó dando cuenta de uno de los proyectos que llevó a cabo en el plantel paraguayo

Al respecto, Patricia Guerrero, académica de la Facultad de Educación UC, aseguró que las profesoras y profesores pueden guiar sus prácticas y convertirse en agentes de cambio, por ejemplo, al momento de priorizar contenidos, considerando el ambiente y las condiciones en las que desarrollan su labor. Para esto, dijo, “se deben entrelazar tres factores: los personales, estructurales y sus deseos a futuro".

Con lo anterior, surge la pregunta ¿cómo seleccionar los contenidos a enseñar? Durante el webinar, Fernando Murillo, coordinador de la mención de Estudios Curriculares en el Magíster de Educación UC, afirmó que “la formación integral no se opone a los contenidos académicos, sino al contrario, los contenidos son los elementos centrales en el proceso de la humanización si se usan para interpelar nuestra experiencia”.

Finalmente, sobre la noción de aprendizajes perdidos debido a la pandemia del COVID -19, sostuvo que pensarlo así responde a “una noción bastante acotada del aprendizaje. “Hemos visto que éste tiene que ver con disposiciones y habilidades para la vida, más allá de los contenidos pasados”, resaltando la relevancia que tiene la adaptabilidad de la educación a distancia para situaciones como las que plantea la de la pandemia del COVID – 19.

Los webinars del ciclo “Educación en Pandemia. Desafíos para América Latina” organizados por la Facultad de Educación UC y la Agencia Chilena de Cooperación para el Desarrollo (AGCID) continurán en las siguientes fechas:

● Sesión 3: "Cómo abordar las nuevas desigualdades escolares post pandemia" (29 octubre, 16:30 horas)

● Sesión 4: "Aprendizajes de la educación remota en tiempos de crisis" (5 de noviembre, 16:30 horas)

Revive el webinar aquí

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1 × SELECT `path` FROM educacion_rsfirewall_ignored
1 × SELECT folder AS type, element AS name, params FROM educacion_extensions
1 × SELECT m.id, m.menutype, m.title, m.alias, m.note, m.path AS route, m.link, m.type, m.level, m.language,m.browserNav, m.access, m.params, m.home, m.img, m.template_style_id, m.component_id, m.parent_id,e.element as component FROM educacion_menu AS m LEFT JOIN educacion_extensions AS e ON m.component_id = e.extension_id
1 × SELECT `params` FROM educacion_extensions
1 × SELECT `data` FROM `educacion_session`
1 × SELECT a.rules FROM educacion_assets AS a
1 × SELECT `id` FROM `educacion_usergroups
1 × SELECT alias, catid FROM educacion_content
1 × SELECT * FROM educacion_rsfirewall_hashes

OTRAS Tablas:

1 × UPDATE `educacion_session` SET `data` = '__default|a:8:{s:15:\"session.counter\";i:2;s:19:\"session.timer.start\";i:1745089642;s:18:\"session.timer.last\";i:1745089642;s:17:\"session.timer.now\";i:1745089644;s:24:\"session.client.forwarded\";s:9:\"3.15.0.42\";s:8:\"registry\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:4:\"user\";O:5:\"JUser\":25:{s:9:\"\0*\0isRoot\";b:0;s:2:\"id\";i:0;s:4:\"name\";N;s:8:\"username\";N;s:5:\"email\";N;s:8:\"password\";N;s:14:\"password_clear\";s:0:\"\";s:8:\"usertype\";N;s:5:\"block\";N;s:9:\"sendEmail\";i:0;s:12:\"registerDate\";N;s:13:\"lastvisitDate\";N;s:10:\"activation\";N;s:6:\"params\";N;s:6:\"groups\";a:0:{}s:5:\"guest\";i:1;s:13:\"lastResetTime\";N;s:10:\"resetCount\";N;s:10:\"\0*\0_params\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:14:\"\0*\0_authGroups\";a:1:{i:0;i:1;}s:14:\"\0*\0_authLevels\";a:2:{i:0;i:1;i:1;i:1;}s:15:\"\0*\0_authActions\";N;s:12:\"\0*\0_errorMsg\";N;s:10:\"\0*\0_errors\";a:0:{}s:3:\"aid\";i:0;}s:20:\"com_rsfirewall.geoip\";s:2:\"US\";}' , `time` = '1745089645'
1 × UPDATE educacion_content SET hits = hits + 1
1 × SHOW FULL COLUMNS FROM `educacion_rsfirewall_logs

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Uso de Memoria

Registro Database

41 Registro Consultas

32 Tipos de consultas del registro, Ordenado por acontecimientos.

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OTRAS Tablas: