El currículo de educación básica alternativa
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Date
2019-05-07
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigaciób fue el currículo de Educación Básica Alternativa es un documento normativo y
orientador, en base al cual los Centro de Educación Básica Alternativa (CEBA) y los
docentes realizaran el proceso de contextualización basándose en las necesidades de los
estudiantes. Las diferentes características del currículo requieren trabajarlas en forma
reflexiva, las cuales nos llevarán a obtener una formación significativa, la elección de los
contenidos de los aprendizajes estará basados a las demandas del país y a las carencias,
expectativas e intereses de nuestros alumnos.
El plan de estudio se trabajará de acuerdo a los niveles y ritmo de preparación de los
estudiantes. En el caso de EBA, su plan de estudio se manifiesta mediante ciclos: inicial,
intermedio y avanzado, cada una de estas con sus respectivas áreas curriculares a
desarrollar.
Las diferentes áreas curriculares están comprendidas con sus respectivos
componentes, competencias y desempeños a lograr. Todas las áreas están relacionadas, las
cuales apuntan conjuntamente al desarrollo de las competencias que les permitirá a los
alumnos a mejorar las condiciones de su realidad. Cada área para trabajar presenta un
objetivo, no solo en lo personal, también en el ámbito social y económico.
El propósito de Educación Básica Alternativa es formar estudiantes emprendedores,
los cuales lleguen a forman sus propias empresas, es por eso que se realizan algunos talleres
dentro de los CEBA, para que los alumnos descubran sus habilidades, pero se presentan
algunas dificultades por la falta de ambientes adecuados para llevar a cabo estos talleres, en
la mayor parte son los docentes los que buscan la forma de poder realizarlos.
The objective of this research work was the Alternative Basic Education curriculum is a normative document and counselor, based on which the Alternative Basic Education Center (CEBA) and the teachers will carry out the contextualization process based on the needs of the students. The different characteristics of the curriculum require working on them in a reflective, which will lead us to obtain a significant training, the choice of learning content will be based on the demands of the country and the shortcomings, expectations and interests of our students. The study plan will be worked according to the levels and pace of preparation of the students. students. In the case of EBA, its study plan is manifested through cycles: initial, intermediate and advanced, each of these with their respective curricular areas to develop. The different curricular areas are included with their respective components, competencies and performances to achieve. All areas are related which jointly point to the development of skills that will allow students to students to improve the conditions of their reality. Each work area features a objective, not only personally, but also socially and economically. The purpose of Alternative Basic Education is to train enterprising students, which come to form their own companies, that is why some workshops are held within the CEBA, so that the students discover their abilities, but they present some difficulties due to the lack of adequate environments to carry out these workshops, in most of them are the teachers who look for a way to carry them out.
The objective of this research work was the Alternative Basic Education curriculum is a normative document and counselor, based on which the Alternative Basic Education Center (CEBA) and the teachers will carry out the contextualization process based on the needs of the students. The different characteristics of the curriculum require working on them in a reflective, which will lead us to obtain a significant training, the choice of learning content will be based on the demands of the country and the shortcomings, expectations and interests of our students. The study plan will be worked according to the levels and pace of preparation of the students. students. In the case of EBA, its study plan is manifested through cycles: initial, intermediate and advanced, each of these with their respective curricular areas to develop. The different curricular areas are included with their respective components, competencies and performances to achieve. All areas are related which jointly point to the development of skills that will allow students to students to improve the conditions of their reality. Each work area features a objective, not only personally, but also socially and economically. The purpose of Alternative Basic Education is to train enterprising students, which come to form their own companies, that is why some workshops are held within the CEBA, so that the students discover their abilities, but they present some difficulties due to the lack of adequate environments to carry out these workshops, in most of them are the teachers who look for a way to carry them out.
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Citation
Suarez Gutierrez, L. M. (2019). El currículo de educación básica alternativa (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.