Biblioteca Digital de VanguardiaKeys for transforming the curriculum of the Chilean education system after the pandemic
The curriculum in Chile has been under pressure in recent decades and, considering the implications of the pandemic, the pressure has spread and deepened. This situation has had repercussions for the curricular management of schools, where problems detected require a systemic analysis of their eleme...
| Autores principales: | , , , |
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| Formato: | Revistas |
| Lenguaje: | Español |
| Publicado: |
Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador
2022
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| Acceso en línea: | https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5310 |
| _version_ | 1782344306853412864 |
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| author | Moreira-Arenas, Alexis Ferreira-Pinto, Israel Obregón-Reyes, Jennifer Quiero-Bastías, Máximo |
| author_facet | Moreira-Arenas, Alexis Ferreira-Pinto, Israel Obregón-Reyes, Jennifer Quiero-Bastías, Máximo |
| author_sort | Moreira-Arenas, Alexis |
| collection | Revista |
| description | The curriculum in Chile has been under pressure in recent decades and, considering the implications of the pandemic, the pressure has spread and deepened. This situation has had repercussions for the curricular management of schools, where problems detected require a systemic analysis of their elements. In this article, through a review of national and international evidence, we reflect on curriculum management during the pandemic, focusing on primary school education. Tensions and challenges are addressed using the indicative performance standards currently in force in Chile as a reference. The analysis reflects the accumulation of administrative functions and responsibilities carried out by the management staff. Likewise, the analysis highlights an overloaded curriculum, lack of clarity in the use of non-instructional time, and problems in the understanding and treatment of evaluations and their link with learning objectives. We present three proposals to move forward: 1) educational policies aimed at greater curricular decentralization, based on a limited set of learning objectives at the national level and flexibility to incorporate objectives at the regional level; 2) professional development coherent with curricular design and implementation in regional teams; and 3) specific spaces for school principals to analyze pedagogical practices that allow for relevant curricular implementation. |
| format | Revistas |
| id | iconos-article-5310 |
| institution | Íconos - Revista de Ciencias Sociales |
| language | Español |
| publishDate | 2022 |
| publisher | Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador |
| record_format | ojs |
| spelling | iconos-article-53102022-09-01T15:15:45Z Keys for transforming the curriculum of the Chilean education system after the pandemic Claves para transformar el currículo en el sistema escolar chileno tras la pandemia Chaves para transformar o currículo no sistema escolar chileno após a pandemia Moreira-Arenas, Alexis Ferreira-Pinto, Israel Obregón-Reyes, Jennifer Quiero-Bastías, Máximo covid-19 currículo educação gestão curricular pandemia sistema escolar covid-19 currículo educación gestión curricular pandemia sistema escolar COVID-19 curriculum education curriculum management pandemic school system The curriculum in Chile has been under pressure in recent decades and, considering the implications of the pandemic, the pressure has spread and deepened. This situation has had repercussions for the curricular management of schools, where problems detected require a systemic analysis of their elements. In this article, through a review of national and international evidence, we reflect on curriculum management during the pandemic, focusing on primary school education. Tensions and challenges are addressed using the indicative performance standards currently in force in Chile as a reference. The analysis reflects the accumulation of administrative functions and responsibilities carried out by the management staff. Likewise, the analysis highlights an overloaded curriculum, lack of clarity in the use of non-instructional time, and problems in the understanding and treatment of evaluations and their link with learning objectives. We present three proposals to move forward: 1) educational policies aimed at greater curricular decentralization, based on a limited set of learning objectives at the national level and flexibility to incorporate objectives at the regional level; 2) professional development coherent with curricular design and implementation in regional teams; and 3) specific spaces for school principals to analyze pedagogical practices that allow for relevant curricular implementation. El currículo en Chile ha estado tensionado en las últimas décadas y si consideramos las implicancias de la pandemia, la tensión crece y se profundiza. Esto repercute en la gestión curricular de los establecimientos escolares, donde los problemas detectados exigen un análisis de los elementos en clave sistémica. En este artículo, por medio de la revisión de evidencia nacional e internacional, reflexionamos sobre la gestión curricular durante la pandemia, centrándonos en la educación escolar. Se abordan las tensiones y los desafíos utilizando como referencia los estándares indicativos de desempeño vigentes en Chile. El análisis da cuenta del cúmulo de funciones y responsabilidades administrativas que desempeña el personal directivo. Asimismo, se evidencia un plan de estudios sobrecargado, poca claridad en el uso del tiempo no lectivo y problemas en la comprensión y el tratamiento de las evaluaciones y su vinculación con los objetivos de aprendizaje. Presentamos tres propuestas para avanzar: 1) políticas educativas orientadas a una mayor descentralización curricular, a partir de una base acotada de objetivos de aprendizajes a nivel nacional y de flexibilidad para incorporar objetivos a nivel regional; 2) un desarrollo profesional coherente con el diseño e implementación curricular en los equipos regionales; y 3) espacios exclusivos para que directoras y directores de establecimientos escolares logren analizar las prácticas pedagógicas que permitan la implementación curricular pertinente. O currículo no Chile foi enfatizado nas últimas décadas e se considerarmos as implicações da pandemia, a tensão cresce e se aprofunda. Isso repercute na gestão curricular das escolas, onde os problemas detectados exigem uma análise dos elementos em uma chave sistêmica. Neste artigo, por meio da revisão de evidências nacionais e internacionais, refletimos sobre a gestão curricular durante a pandemia, com foco na educação escolar. Tensões e desafios são abordados usando como referência os atuais padrões indicativos de desempenho no Chile. A análise descreve a acumulação de funções e responsabilidades administrativas desempenhadas pelo pessoal de gestão. Da mesma forma, há evidências de um plano de estudos sobrecarregado, pouca clareza no uso do tempo não letivo e problemas na compreensão e tratamento das avaliações e sua ligação com os objetivos de aprendizagem. Apresentamos três propostas para avançar: 1) políticas educacionais voltadas para uma maior descentralização curricular, partindo de uma base limitada de objetivos de aprendizagem em nível nacional, e flexibilidade para incorporar objetivos em nível regional; 2) desenvolvimento profissional consistente com o desenho e implementação do currículo nas equipes regionais; e 3) espaços exclusivos para diretores de estabelecimentos de ensino analisarem as práticas pedagógicas que permitem a implementação curricular pertinente. Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador 2022-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf text/html application/xml application/epub+zip https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5310 10.17141/iconos.74.2022.5310 Íconos - Revista de Ciencias Sociales; Núm. 74 (2022): Gobierno, educación y pandemia en América Latina; 53-72 Íconos - Revista de Ciencias Sociales; n. 74 (2022): Governo, educação e pandemia na América Latina; 53-72 Íconos. Revista de Ciencias Sociales; No. 74 (2022): Government, education and pandemic in Latin America; 53-72 1390-8065 1390-1249 spa https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5310/4144 https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5310/4166 https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5310/4155 https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5310/4177 Derechos de autor 2022 Alexis Moreira-Arenas, Israel Ferreira-Pinto, Jennifer Obregón-Reyes, Máximo Quiero-Bastías https://creativecommons.org/licenses/by-nd/3.0/deed.es_ES |
| spellingShingle | Moreira-Arenas, Alexis Ferreira-Pinto, Israel Obregón-Reyes, Jennifer Quiero-Bastías, Máximo Keys for transforming the curriculum of the Chilean education system after the pandemic |
| title | Keys for transforming the curriculum of the Chilean education system after the pandemic |
| title_full | Keys for transforming the curriculum of the Chilean education system after the pandemic |
| title_fullStr | Keys for transforming the curriculum of the Chilean education system after the pandemic |
| title_full_unstemmed | Keys for transforming the curriculum of the Chilean education system after the pandemic |
| title_short | Keys for transforming the curriculum of the Chilean education system after the pandemic |
| title_sort | keys for transforming the curriculum of the chilean education system after the pandemic |
| url | https://iconos.flacsoandes.edu.ec/index.php/iconos/article/view/5310 |