El apoyo a los más de 480 profesionales de nueve colegios de la comuna se entrega a través del curso dictado por el Centro UC para la Transformación Educativa, CENTRE. El programa considera clases presenciales y remotas, y comenzó en diciembre del 2021.
La instancia comenzó en el mes de septiembre y trabaja en una propuesta para la formación de futuras profesoras y profesores y para la equidad entre académicos, académicas, estudiantes, profesionales y administrativos de la unidad.
Las habilidades matemáticas pueden ser cruciales para el desarrollo académico y futuro de los y las estudiantes. Pero, ¿cómo se desarrollan en la primera infancia? ¿Hay brechas entre hombres y mujeres? ¿Cómo influyen los padres y educadores? Estas son algunas de las preguntas que busca responder el recién creado Núcleo Milenio para el Estudio del Desarrollo de las Habilidades Matemáticas, liderado por la UC.
Integrada por 28 miembros de 11 países de la región, la Red de decanas y decanos de Educación de Universidades Latinoamericanas se ha posicionado como una organización relevante en el ámbito de la formación inicial docente y continua, y una voz clave frente a los nuevos desafíos en educación para América Latina.
El potencial de las artes visuales en educación fue el foco del cuarto y último Coloquio en Educación del año 2021, organizado por la Facultad de Educación UC y el Centro de Estudios de Políticas y Prácticas en Educación (CEPPE).
El coloquio fue liderado por la académica Verónica García Lazo, quien presentó una investigación realizada en Aotearoa[1] Nueva Zelanda enfocada en su modelo educativo y la incorporación de perspectivas indígenas y la pedagogía dialógica. “Mis investigaciones estuvieron dedicadas a explorar métodos crítico-creativos en distintas escuelas públicas de secundaria en Aotearoa, contexto en el cuál la visión de mundo de su pueblo originario se encuentra presente de alguna manera en todas las dimensiones de su sistema educacional”. Sus estudios utilizaron el marco de la a/r/tografía, que permite interconectar los campos del arte, la investigación y la educación.
Según la experta, en el país existen diversas políticas biculturales, basadas en principios tanto indígenas como europeos, algo que se observa incluso en las salas de clase: “En una sala de pintura se observa una diversidad de objetos de la cultura europea, Māori, las islas del Pacífico, China e India, objetos coleccionados por los docentes junto a sus estudiantes para producir un sentido de pertenencia y una oportunidad de reflexión”.
En ese sentido, cuentan con un currículum alineado con una visión holística de la educación, y con foco en la reciprocidad y la colaboración, basada en dos conceptos Māori:
●“Manaakitanga”, en educación se asocia con incentivar la creación de vínculos respetuosos y auténticos entre la comunidad escolar y su colaboración por el bien común. En las artes visuales, este principio llama a la inclusión de la historia personal y cultural de cada estudiante con el fin de conectar su contexto familiar con nuevos conocimientos y prácticas artísticas.
●Y “Ako”, concepto que considera a los estudiantes y su comunidad como inseparables: "Por ello, el currículo de artes visuales en Aotearoa se orienta al desarrollo de actividades creativas y de co-construcción entre docentes y estudiantes”.
“Fundamentos filosóficos dialógicos y un marco flexible basado en una visión holística de la educación permiten el desarrollo del potencial creativo de los estudiantes y las artes, y problematizar jerarquías tanto en la comunidad escolar, como entre las diferentes disciplinas”, señaló García Lazo, apuntando a la importancia de la co-construcción y el diálogo como partes fundamentales de la educación: “Debemos reconocer la importancia de crear vínculos auténticos y de confianza con los estudiantes, ya que conociendo verdaderamente sus intereses y su cultura es posible construir programas más significativos”.
Cómo incorporarlo al modelo educativo chileno
El coloquio estuvo acompañado por una sección de preguntas del público donde una de las principales fue cómo incorporar estas perspectivas en Chile.
Al respecto, la académica invitó a re imaginar las posibilidades crítico-creativas de las artes visuales en el país y buscar el reconocimiento de las artes en las escuelas: “Se trata de una transformación en muchas dimensiones. Hay que empujar como docentes un mayor espacio para las artes en el currículum y al interior de las escuelas también. Hay que demostrar las posibilidades que tiene y, en ese sentido, los estudiantes pueden ser nuestros aliados”.
Una de las principales diferencias que observó entre ambos países fue la importancia que le dan a las artes en la educación y el currículum escolar: “Pude ver el potencial que tenía nuestra área y la importancia de fomentar ese potencial a través de la inclusión de temas relevantes para los estudiantes”. Sin embargo, dijo, actualmente existe poco espacio para este modelo en el currículum nacional chileno.
Por ello, la experta invitó a comenzar por incorporar esta visión holística desde la formación inicial docente: “Si las y los docentes en educación logran evidenciar lo mismo que los estudiantes, podemos prepararlos para invitar a sus futuros estudiantes a reflexionar sobre su imaginario y cultura visual”.
Revive el encuentro aquí:
[1]Aotearoa o ‘tierra de la gran nube blanca’ es el actual nombre Māori para referirse a Nueva Zelanda. La combinación, Aotearoa Nueva Zelanda, busca reflejar de la mejor manera la historia e identidad cultural del país.
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1 × SELECT* FROMeducacion_rsfirewall_exceptions
1 × SELECT c.*, CASEWHENCHAR_LENGTH(c.alias) THENCONCAT_WS(':', c.id, c.alias) ELSE c.id END as slug FROMeducacion_categories as c LEFTJOINeducacion_categoriesAS s ON (s.lft <= c.lft AND s.rgt >= c.rgt) OR (s.lft > c.lft AND s.rgt < c.rgt) LEFTJOIN (SELECT cat.id as id FROMeducacion_categoriesAS cat JOINeducacion_categoriesAS parent ON cat.lft BETWEEN parent.lft AND parent.rgt
1 × SELECT content.id AS iid, content.title AS title, content.introtext AS text, content.created AS date, content.publish_up AS date_publish, content.hits AS hits, content.images AS images, content.featured AS frontpage, content.access AS access, content.language AS lang, categories.title AS catname, users.email AS author_email, content.created_by_alias AS author_alias, users.name AS author_username, content_rating.rating_sum AS rating_sum, content_rating.rating_count AS rating_count, CASEWHENCHAR_LENGTH(content.alias) THENCONCAT_WS(":", content.id, content.alias) ELSE content.id END as id, CASEWHENCHAR_LENGTH(categories.alias) THENCONCAT_WS(":", categories.id, categories.alias) ELSE categories.id END as cid FROMeducacion_contentAS content LEFTJOINeducacion_categoriesAS categories ON categories.id = content.catid LEFTJOINeducacion_usersAS users ON users.id = content.created_by LEFTJOINeducacion_content_ratingAS content_rating ON content_rating.content_id = content.id
1 × SELECT* FROMeducacion_jmap_metainfo
1 × SELECT content.id AS iid FROMeducacion_contentAS content
1 × SELECT c.id ASCID FROMeducacion_categoriesAS c LEFTJOINeducacion_contentAS content ON c.id = content.catid
1 × SELECT m.id, m.title, m.module, m.position, m.content, m.showtitle, m.params, mm.menuid FROMeducacion_modulesAS m LEFTJOINeducacion_modules_menuAS mm ON mm.moduleid = m.id LEFTJOINeducacion_extensionsAS e ON e.element = m.module AND e.client_id = m.client_id