Una experiencia de capacitación en modalidad virtual a los equipos descentralizados de supervisión en DRE y UGEL priorizadas, en el marco de la "Estrategia de supervisión del servicio de Educación Básica de gestión privada 2020" del Ministerio de Educación
Date
2022-12-14
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Pontificia Universidad Católica del Perú
Abstract
El presente trabajo de suficiencia profesional se desarrolla a partir de una experiencia
de capacitación en modalidad virtual a los equipos descentralizados de supervisión en
Direcciones Regionales de Educaciones y Unidades de Gestión Educativa Local
priorizadas, en el marco de la "Estrategia de supervisión del servicio de Educación
Básica de gestión privada 2020" del Ministerio de Educación. Dicha acción formativa
se implementa como una respuesta del sector Educación a la necesidad de fortalecer
las capacidades de los operadores de la actividad de supervisión en las instancias
descentralizadas, en tanto que, en los últimos años, esta se limitó a cuestiones
administrativas, lejos de contribuir a la calidad en el servicio educativo. Por lo cual,
considerando las características de la experiencia de capacitación en cuanto alcance
y relevancia, representa una oportunidad para el análisis y reflexión de la tesista sobre
su ejercicio docente y puesta en práctica de las competencias desarrolladas durante
su tránsito por la Facultad de Educación de la Pontificia Universidad Católica del Perú
(PUCP). En ese sentido, el trabajo de suficiente profesional se propone tres objetivos:
i) identificar y delimitar la experiencia docente significativa, en el marco de la etapa de
capacitación, en modalidad virtual, a los equipos descentralizados de las DRE y UGEL
priorizadas para la “Estrategia de supervisión 2020" del Ministerio de Educación; ii)
desarrollar el proceso de reflexión sobre la experiencia docente significativa con la
metodología de la narración reflexiva y con una fundamentación teórica que la
sustente; y iii) analizar el aporte de la formación recibida en la Facultad de Educación
de la PUCP y proponer mejoras a su plan formativo. Al respecto, como resultado del
proceso de análisis crítico y reflexivo sobre la experiencia docente significativa través
de la narración, en diálogo con los núcleos conceptuales desarrollados, se puede
concluir que la capacitación en modalidad virtual a los equipos descentralizados de
supervisión presenta elementos propios del aprendizaje no formal dirigido a adultos,
los cuales se ubican principalmente en los momentos del diseño metodológico y
ejecución de la capacitación; situación que llama la atención en una contexto donde
las acciones formativas se caracterizaban por ser empíricas, en tanto no se
reconocían como procesos formativos de enseñanza-aprendizaje.
The present work of professional proficiency is developed from a remote learning experience implemented with decentralized supervision teams in prioritized Regional Directorates of Education and Local Educational Management Units, within the framework of the "Supervision strategy of Basic Education services provided by private sectors 2020" of the Ministry of Education. This training action was part of a response from the education sector to strengthen the capacities of the operators of the supervision activity in the decentralized instances, as it was usually limited to administrative issues, far from contributing to quality of educational services. Therefore, considering the characteristics of the remote learning experience in terms of scope and relevance, represents an opportunity for the analysis and reflection of the thesist on her teaching exercise and implementation of the competences developed during her transit through the Faculty of Education of the Pontifical Catholic University of Peru (PUCP). In this sense, the work of professional proficiency had three objectives: i) to identify and delimit significant teaching experience, within the framework of virtual learning, to decentralized teams of DREs and UGELs prioritized for the " Supervision Strategy 2020" of the Ministry of Education; ii) to develop the process of reflection on significant teaching experience with the methodology of reflective narration and with a theoretical foundation that supports it; and iii) to analyze the contribution of the training received in the Faculty of Education of the PUCP and to propose improvements to its training plan. In this regard, as a result of the process of critical and reflective analysis of significant teaching experience through narration, in dialogue with the conceptual nuclei developed, it can be concluded that virtual training for decentralized monitoring teams presents elements of non-formal learning aimed at adults, which are located mainly at the time of methodological design and implementation of training; situation that is striking in a context where the training actions were characterized by being empirical, since they were not recognized as teaching-learning training processes.
The present work of professional proficiency is developed from a remote learning experience implemented with decentralized supervision teams in prioritized Regional Directorates of Education and Local Educational Management Units, within the framework of the "Supervision strategy of Basic Education services provided by private sectors 2020" of the Ministry of Education. This training action was part of a response from the education sector to strengthen the capacities of the operators of the supervision activity in the decentralized instances, as it was usually limited to administrative issues, far from contributing to quality of educational services. Therefore, considering the characteristics of the remote learning experience in terms of scope and relevance, represents an opportunity for the analysis and reflection of the thesist on her teaching exercise and implementation of the competences developed during her transit through the Faculty of Education of the Pontifical Catholic University of Peru (PUCP). In this sense, the work of professional proficiency had three objectives: i) to identify and delimit significant teaching experience, within the framework of virtual learning, to decentralized teams of DREs and UGELs prioritized for the " Supervision Strategy 2020" of the Ministry of Education; ii) to develop the process of reflection on significant teaching experience with the methodology of reflective narration and with a theoretical foundation that supports it; and iii) to analyze the contribution of the training received in the Faculty of Education of the PUCP and to propose improvements to its training plan. In this regard, as a result of the process of critical and reflective analysis of significant teaching experience through narration, in dialogue with the conceptual nuclei developed, it can be concluded that virtual training for decentralized monitoring teams presents elements of non-formal learning aimed at adults, which are located mainly at the time of methodological design and implementation of training; situation that is striking in a context where the training actions were characterized by being empirical, since they were not recognized as teaching-learning training processes.
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Personal docente--Capacitación, Educación virtual, Educación de adultos
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