Curriculum Development
Colombian Curriculum
According to the Colombian legal framework, the norms that define, regulate and give guidelines for the design of the curriculum of educational establishments in the country are:
Colombia curricular reform of 1978:
-Establishment of a national curriculum by areas
-Materials based on the curriculum-Control of texts and educational materials for students
-Teacher training guided by the pre-established curriculum
-Curriculum (Art4, Decree 1419):
Centered on the student for their integral development
• Balance between theory and practice
• System oriented to personal training and social interpretation
• Promote the study of national and international problems
Colombia Law 115 of 1994: Curricular autonomy
-PEI. Curricular guidelines by area
-Curricular plan-Indicators of curricular achievement
-Curricular innovations-Educational research
-Evaluation of educational plans and programs
All of them start from the fact that the main responsible for educational policy in the country is the State, and in this sense, teachers must adapt the content to the contexts and teach students based on already established curricula.
1. Legal and conceptual foundations, general education law (law 115/94):
Art. 73. PEI (Aspects)
-Principles and purposes of the establishment
-Teaching and didactic resources available and necessary
-Pedagogical strategy-Regulations for teachers and students
-Management syst
Core competency standards
The competences that children and young people must acquire
The standards are objective criteria that indicate what a student should know and know how to do in: Mathematics Sciences (Social and Natural) Citizens, Language
Quality basic skills standards in education.
• Specify the levels of quality of education to which all boys and girls in all regions of the country are entered .
• Guide the design of curricula in accordance with the PEI, which lead people and institutions to reach or exceed the levels indicated by the standards.
• Influence the orientation and improvement of the initial and continuing training of teachers.
• Promote the quality of materials, texts and other educational supports produced by the official and private sectors.
• Standards as references in the educational process, allow identifying aspects of relevance in internal and external evaluation systems.
Basic Skills
• Mathematics • Language • Scientific • Citizens
Curriculum of Venezuela
the Curricular Design of the Educational System Bolivariano de Venezuela, the Bolivarian National Curriculum (CNB), large-scale project because it dictates the historical bases, pedagogical, philosophical, social, cultural, psychological, political, methodological, scientific and humanistic with which it will be implemented the formation of children
Bolivarian Primary Education
It is the subsystem of the SEB that guarantees the comprehensive training of boys and girls from six (6) to twelve (12) years of age, or until they enter the next subsystem.Its purpose is to train boys and girls with a reflective, critical and independent attitude, with a high interest in scientific, humanistic and artistic activity; with a conscience that allows them to understand, confront and verify their reality for themselves and themselves; that they learn from the environment, so that they are more and more participatory, protagonist and co-responsible for their performance in the school, family and community.
Bolivarian Secondary Education
It is the subsystem of the SEB that focuses its action on the comprehensive training of adolescents and young people between twelve (12) and nineteen (19) years of age, approximately, through two (2) study alternatives: the Lyceum Bolivariano and the Robinsoniana y Zamorana Technical School.
The Bolivarian Secondary Education aims to achieve the comprehensive training of adolescents and young people, attending to the purposes and principles that inspire the Bolivarian Republic of Venezuela; giving continuity to their primary studies and allowing their incorporation into the social productive process, at the same time that it guides them for the pursuit of higher studies.
Special education
It is the subsystem of the SEB that guarantees comprehensive care for the population with special educational needs in educational institutes, educational units and well-being and student development programs, from zero (0) years. Its purpose is the comprehensive training and development of people with special educational needs.
The Special Education subsystem has the following general characteristics:
1. It guarantees specialized attention to the population with special educational needs, from a comprehensive, systemic and interdisciplinary perspective.
2. The areas of attention of the subsystem are: Cognitive commitment, Visual commitment, Auditory commitment, Physical-motor commitment, Autism and Commitment in learning.
3. It is based on prevention, comprehensive care from early childhood, education and training for and at work; as well as in social integration. Therefore, it has the following support programs: prevention, promotion, comprehensive care for childhood, family and community, language, talent, physical activity, sports, recreation, education and work for people with less cognitive commitment; and family, social and productive integration.
4. Attention to each student with special educational needs is carried out through the Special Education facilities and services.
5. Respects the characterization of the population with special educational needs; recognizing their potentialities, individual differences, learning pace and assuming diversity as an enriching element in human coexistence.
6. Guides educational training in the light of the SEB curriculum, making adaptations through projects according to the areas of care and support programs, in order to guarantee comprehensive training for all.
Brazilian Curriculum Model
BNCC's theory is to align the main educational policies in Brazil's highly decentralized educational system to these higher standards: in terms of classroom materials, student evaluations, as well as initial and ongoing teacher training; thus improving student results.
Goals and objectives of the Brazilian educational system.
· The national educational system, conceived in the principles of freedom and in the ideals of human solidarity, has as its purpose:
· Understanding of individual rights and responsibilities, of citizens, the State and other community groups.
· Respect the dignity of the human being and fundamental freedoms.
· Strengthen national unity and international solidarity.
· The integral development of the human personality and its participation to achieve the common good.
· Prepare people and society in the domain of scientific and technological resources, to facilitate the common welfare.
· The protection, dissemination and expansion of cultural heritage.
· Condemn any unequal treatment that results from a philosophical, political or religious belief, racial or social class prejudice.
Structure of the educational system
Basic education
Preschool education (Educação Infantil) is free and is optional, for preschool-age children the option is offered between:
• Maternal, or state-run crèches for children ages two to five, a playgroup is based
• Jardim, for children from three to six years old. Has an academic focus for young children
for enrollment, the children are evaluated for academic and social skills to relocate them to a level
Compulsory schooling: Primary and secondary education
Schooling is compulsory for all children between the ages of six and fourteen.
The eight-year period of compulsory schooling is known as Fundamental Education (Ensino fundamental). It is divided into two distinct four-year stages:
Fundamental Education I (Fundamental Education I) From 6 to 10 years old and Fundamental education II (Fundamental Education II) Ages 11 to 14.
The basic curriculum in the two stages of education is established by the National Council of Education and implemented at the local level.
During Fundamental Education I (Ensino Fundamental I) children receive age-appropriate instruction designed to improve their skills in mathematics, Portuguese science, arts, history, geography, and physical education and are taught by a single teacher
During Fundamental Education II (Ensino Fundamental II), students study the same subjects, at a more advanced level and must study another language such as: Spanish, English or French, and have different teachers according to the subjects.
Upper secondary education (Ensino Médio): is for young people between the ages of 15 and 18, the study subecjs of Ensino Fundamental and also philosophy and sociology. The courses taught during this period are essentially designed to allow a young person to enter a (usually public) university.
Higher education (Ensino superior)
In public universities they excel in the agrarian and human sciences, such as medicine, teacher training and psychology, while private institutions are distinguished by applied social sciences as administration and economics.
Brazil’s Basic Education Evaluation System
they have the SAEB assessment (Basic Education Assessment System), It is a test that is carried out every two years for the grades corresponding to 4º, 8º, 12º in the subjects of Protuguese language and mathematics It's divided in:
· Tests applied to students based on multiple choice items.
· Context surveys such as tests, surveys, multiple choice items, applied to master students, school directors. Which are considered of great relevance in the learning process.
Process of curriculum
Planning and research
The curriculum process will be aimed at planning necessary to achieve the development of the curriculum. According to Kaufman: “Planning is concerned only with determining what needs to be done, so that practical decisions for implementation can be made later. It is a process of determining where to go and establishing the requirements to get to that point in the most effective and efficient way possible ”. Its objective is to understand in a deeper way the practices in the field and in education in order to ensure the completion and implementation of the plan.
The most essential is detailed and a series of guidelines for education is established, focusing on teachers as a pillar for students, where they will be in charge of indoctrinating students in the topics selected in the planning; therefore, the students will be in charge of learning the contents during the course. Professional training is included so that together with the techniques that are developed as they acquire more knowledge, the student can acquire a greater responsibility for their personal and social future. The objectives that are proposed is the creation of a curriculum map that takes one year, in this way to be able to give way to the investigation of the potentialities and needs in the development of professional learning.
Professional Learning and Curriculum Development
Implementation
As the curriculum is implemented, the assessment of the curriculum will take place simultaneously, and that is where the teachers can be able and it is feasible that it allows to give feedback on what they are going to do, this is done for the student to have better instruction based on the curriculum; therefore, the use of resources is very necessary in the implementation, evaluations or any other aspect essential for the instruction.
Curriculum approaches and how they are defines by some authores
Curricular approach is that according to (Palacios, 2012) "It is a theoretical body that supports the way in which the different elements of the curriculum are visualized and how their interactions are conceived, according to the emphasis given to some of these elements. Furthermore, curricular approaches constitute the theoretical emphasis adopted in a given educational system to characterize and internally organize the elements in the curriculum. This implies that the curricular approach is the one that orients the curricular planning that is concretized in the specific actions of the curricular design.” In addition, the curricular approaches are intended for the future teacher to understand the importance of knowing the theoretical option assumed by the educational system to characterize and organize the elements of the curriculum for the development of his/her pedagogical work, since this will allow him/her to concretize that option at the institutional level.
It is also intended that the student analyzes different approaches, in addition to the one in force in the country, in order to broaden his vision and allow him to adapt to any change or innovation that occurs in this field. In this sense, the psychologist, academicist, technological, socio-constructivist and dialectic approaches are analyzed.
There are three curricular approaches: psychologistic, academicism and socio reconstructive.
Psychological approach: It focuses on the psychological analysis of the individual. They can adapt a behaviorist, personalist character according to the conception of the individual that is handled.
Academicism and Intellectualist approach: This approach focuses on the valuation of systematized cultural content and on the process of transmission of this meaning. It emphasizes the instrumental character of the school as a transmitter of universal culture, visualized as an isolated subject.
Social-Reconstructionist Approach: This approach seeks to transform education into a process of socialization or culturalization of the person. It resorts to theoretical positions such as idealistic liberalism, and some aspects coming from political economy and anthropological structuralism and social cybernetics.
At the time of making the approaches it is necessary to take into account the concepts of internal and external regarding the curriculum.According to (Webscolar, 2014) "In this context we will define as 'internal' those who are within the education or training program as executors of the curriculum - the administrators of the institution, teachers and students. Externals are those who develop the curriculum for others to carry out - experts, academics, education administrators and planners, politicians, etc. In other words, all those who participated in the various stages of curriculum development."
References
Méndez Alexander
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Kaufman, R.A. Planificación de Sistemas educativos. Ed. Trillas. 1980.
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