El modelo de formación de agentes de cambio como innovación curricular: Sistematización de la experiencia del Colegio San Carlos de Chosica periodo 2013-2019
Date
2024-02-21
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Pontificia Universidad Católica del Perú
Abstract
El presente tema de investigación se desarrolla alrededor de la sistematización de la
experiencia de innovación del Colegio San Carlos, llamada por la organización como “el
modelo de formación agentes de cambio” en el periodo del 2013 hasta el 2019 en Chosica.
El dicho modelo nace bajo la necesidad del centro educativo de combatir los grandes
problemas mundiales del siglo XXI: el consumo irresponsable, la depredación de recursos,
la contaminación, la desigualdad, la discriminación y la falta de regulación emocional. Esta
sistematización busca comprender de manera crítica y bajo la mirada curricular las
transformaciones y saberes generados en la práctica del modelo de formación de agentes
de cambio. Los ejes de esta sistematización se encuentran orientados a la valoración de
los aportes y aprendizajes del perfil de egreso, las estrategias didácticas y los procesos de
evaluación. El método de sistematización corresponde a los cinco momentos de
sistematización de experiencias educativas. Sobre el recojo de información se utilizó el
grupo de discusión como técnica de construcción de la experiencia y la guía de discusión
como instrumento, este último validado por la mano de tres especialistas.
A partir del grupo de discusión y el análisis documental, se desarrolló una línea de tiempo
y una guía de ordenamiento que permitió construir la experiencia por parte de sus actores.
Dicha línea de tiempo se dividió en tres etapas: establecimiento, desarrollo e
institucionalización. Luego se desarrolló el análisis crítico de la información dando como
resultados un nivel de coherencia entre el modelo socio crítico, la enseñanza de
competencia y el modelo de formación de agentes de cambio identificando que el diseño
curricular obedecía a una innovación curricular pues afectaba la estructura del sistema
educativo en sus intenciones educativas, los perfiles, los contenidos, las estrategias
didácticas y las evaluaciones. Posteriormente se recuperaron aprendizajes tales como: la
importancia de la independencia del área que llevó a cabo la implementación del modelo,
la efectividad de los talleres de agente de cambio debido a sus estrategias dialógicas, la
importancia del rol del changer como desarrollador, ejecutor y acompañante del estudiante
en modelo y la sinergia en la intersección la educación por competencias enfocados en la
transformación social a partir de la educación.
This research delves into the systematic analysis of San Carlos College's innovation experience, encompassing the "Agent of Change Training Model" implemented between 2013 and 2019 in Chosica. Motivated by the imperatives of addressing 21st-century global challenges including unsustainable consumption, resource depletion, environmental degradation, inequality, discrimination, and emotional regulation deficits, this study critically explores the transformation and knowledge generated within the framework of the agent of change training model, specifically from a curricular perspective. The central focus of this systematic investigation lies in the assessment of the model's contributions and acquired insights pertaining to the graduate profile, didactic strategies, and evaluation processes. The methodology aligns with the five key stages for systematizing educational experiences. Data collection techniques involve the implementation of discussion groups and a discussion guide instrument, rigorously validated by three specialists. Through the amalgamation of discussion groups and meticulous documentary analysis, a comprehensive timeline and organizational guide were crafted, facilitating the construction of the experience from the participants' perspective. This timeline demarcates three distinctive phases: establishment, development, and institutionalization. Subsequently, a rigorous critical analysis surfaced a remarkable coherence between the socio-critical model, competence-based pedagogy, and the agent of change training model. Notably, this coherence stems from the innovative curricular design's impact on the educational system, reshaping its educational objectives, graduate profiles, curriculum content, pedagogical approaches, and evaluation procedures. Furthermore, this research unveils invaluable insights, including the pivotal role of departmental autonomy in model implementation, the effectiveness of dialogical strategies in change agent workshops, the significant role played by the "changer" as a developer, executor, and student mentor within the model, and the synergistic convergence of competency-based education with a core emphasis on societal transformation through education.
This research delves into the systematic analysis of San Carlos College's innovation experience, encompassing the "Agent of Change Training Model" implemented between 2013 and 2019 in Chosica. Motivated by the imperatives of addressing 21st-century global challenges including unsustainable consumption, resource depletion, environmental degradation, inequality, discrimination, and emotional regulation deficits, this study critically explores the transformation and knowledge generated within the framework of the agent of change training model, specifically from a curricular perspective. The central focus of this systematic investigation lies in the assessment of the model's contributions and acquired insights pertaining to the graduate profile, didactic strategies, and evaluation processes. The methodology aligns with the five key stages for systematizing educational experiences. Data collection techniques involve the implementation of discussion groups and a discussion guide instrument, rigorously validated by three specialists. Through the amalgamation of discussion groups and meticulous documentary analysis, a comprehensive timeline and organizational guide were crafted, facilitating the construction of the experience from the participants' perspective. This timeline demarcates three distinctive phases: establishment, development, and institutionalization. Subsequently, a rigorous critical analysis surfaced a remarkable coherence between the socio-critical model, competence-based pedagogy, and the agent of change training model. Notably, this coherence stems from the innovative curricular design's impact on the educational system, reshaping its educational objectives, graduate profiles, curriculum content, pedagogical approaches, and evaluation procedures. Furthermore, this research unveils invaluable insights, including the pivotal role of departmental autonomy in model implementation, the effectiveness of dialogical strategies in change agent workshops, the significant role played by the "changer" as a developer, executor, and student mentor within the model, and the synergistic convergence of competency-based education with a core emphasis on societal transformation through education.
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Currículo, Educación basada en competencias, Métodos de enseñanza
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