Monografía de Educación en Valores en el Perú
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La educación en valores como objetivo de las reformas pedagógicas...
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AÑO: “DEL BUEN SERVICIO AL CIUDADANO”
UNIVERSIDAD NACIONAL DEL ALTIPLANO PUNO FACULTAD CIENCIAS DE LA EDUCACIÓN ESCUELA PROFESIONAL PROFESIONAL DE EDUCACIÓN PRIMARIA CURSO: TUTORIA Y EDUCACION EN VALORES MONOGRAFÍA DE “EDUCACIÓN EN VALORES EN EL PERÚ”
DOCENTE: MSc MAMANI LUQUE OFELIA MARLENY ESTUDIANTE: APAZA VERA VIRGINIA LOURDES SEMESTRE: I GRUPO: ÚNICO Puno, 2017
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DEDICATORIA La concepción de esta monografía está dedicada a mis padres, pilares fundamentales en mi vida. Sin ellos, jamás hubiese podido conseguir lo que hasta ahora. Su tenacidad y lucha insaciable han hecho de ellos el gran ejemplo a seguir y destacar, no solo para mí, m í, sino para mi hermano y familia en general. A si mismo agradecerle a usted estimada docente por educarnos con esfuerzo y entusiasmo, para lograr nuestros objetivos y ser buenos profesionales.
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AGRADECIMIENTO Primero y antes que nada, dar gracias a Dios, por estar conmigo en cada paso que doy, por fortalecer mi corazón y por haber puesto en mi camino a aquellas personas que han sido mi soporte y compañía durante este periodo de estudio. Agradecer hoy y siempre a mi familia por ese apoyo incondicional, esa alegría y fortaleza necesaria para seguir adelante. Por último agradecerle a Usted Profesora, por la colaboración, colaboración, paciencia y apoyo. Así mismo por poner a prueba prueba nuestras capacidades capacidades y conocimientos conocimientos en el el desarrollo de este este trabajo.
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ÍNDICE ................................................................................................................................... 2 DEDICATORIA . ................................................................................................................................... .......................................................................................................................... ............................................................. 3 AGRADECIMIENTO .............................................................
INTRODUCCIÓN .................................................................... ................................................................................................................................ ............................................................ 5 CAPÍTULO I .................................................................. ....................................................................................................................................... ....................................................................... .. 7 .................................................................................... ........................... 7 EDUCACIÓN EN VALORES EN EL PERÚ .........................................................
1
........................................................................................................................... ............................................................. 7 DEFINICIONES ..............................................................
1.1
Valores ........................................................... .............................................................................................................................. ........................................................................ ..... 7
1.2
Clases de valores .................................................................. ................................................................................................................... ................................................. 8
1.3
Características .....................................................................................................................10
1.4
La educación en valores como objetivo de las reformas pedagógicas ............................ 11
1.5
Breve planteamiento del problema ....................................................................................12
1.6
Inicio de los valores ............................................................. ............................................................................................................. ................................................ 14
1.7
Factores que favorecen y obstaculizan la educación en valores...................................... 14
CAPÍTULO II ............................................................... ..................................................................................................................................... ...................................................................... 17 2
LA EDUCACIÓN COMO MEDIO PARA LA DIFUSIÓN DE LOS VALORES. .............. 17 2.1
¿Para qué educar en valores? valores? .................................................................. ........................................................................................... ......................... 20
2.2
Educación en valores: un modelo centrado en la narrativa ............................................ 21
2.2.1
La narrativa vincula las concepciones de los jóvenes con los nuevos contenidos. . 21
2.3
El aprendizaje como eje fundamental del cambio de paradigma educativo. ................ 23 23
2.4
Riesgos de la educación en valores ........................................................... .................................................................................... ......................... 26
................................................................................................................................... 28 CAPÍTULO III ....................................................................................................................................
3
METODOLOGÍAS DE APLICACIÓN .................................................................................... ................................................................................... 28 3.1
Metodologías de trabajo ................................................................. ..................................................................................................... .................................... 28
3.1.1 Clasificación de las metodologías ......................................................................................28 3.2
Los valores en el currículo.............................................................. .................................................................................................. .................................... 31
3.3
¿En qué ámbitos o formas se pueden desarrollar los valores en la e scuela? ................. 32
3.4
Aspectos que influyen en la educación en valores ............................................................ 34
3.5
¿Cómo educar en valores y democracia? ..........................................................................37
................................................................................................................................... ...................................................................... 40 CONCLUSIÓN .............................................................
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INTRODUCCIÓN El ser humano tiene una naturaleza una naturaleza indeterminada. Las personas no estamos programadas sino que se ven obligadas a decidir continuamente sobre cómo y hacia dónde quieren dirigir su vida. El origen de lo moral lo moral está en la necesidad de decidir cómo se quiere vivir, a pesar de presiones sociales y los condicionamientos biológicos y culturales. Desde este convencimiento nuestro grupo nuestro grupo de trabajo de trabajo ha concebido la necesidad de indagar, analizar y presentar la siguiente monografía. siguiente monografía. El El tema escogido es de palpitante actualidad, pues parte de la crisis la crisis que cómo país tercermundista padecemos es, precisamente, la falta de una práctica de valores, de valores, cuyas características de universalidad y homogeneidad persistente, redunden en una mejora en nuestra calidad de vida. La escuela, La escuela, en en ese sentido, juega un rol fundamental pues como agente reproductor y socializador de los valores presentes valores presentes en la sociedad, la sociedad, se se convierte en el espacio donde se puede empezar el cambio que tantas veces se ha pregonado pero que aún permanece como una utopía: Donde se produzca el tránsito tr ánsito de una sociedad autocrática, autocrática, intolerante y dogmática a una sociedad democrática, tolerante y crítica. Desde este punto de vista la misión la misión de la educación la educación en valores debería consistir en la superación de la socialización la socialización de los mismos para fijarse objetivos fijarse objetivos próximos próximos a la capacidad crítica, autonomía y racionalidad de la persona la persona en situaciones de conflicto de conflicto ético. Es misión de todos: La Educación Permanente, que comprenda desde la madre gestante, la educación del púber, el niño, adolescente, adulto y senecto, teniendo como potente común denominador: LOS VALORES. El término “VALOR” está relacionado con la propia existencia de la
persona, afecta a su
conducta, configura y modela sus ideas y condiciona sus sentimientos. Se trata de algo dinámico que en apariencia hemos elegido libremente. l ibremente. Depende sin embargo en buena medida
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persona. El componente fundamental fundamental del del valor es el afectivo. afectivo. La Universidad Universidad debe priorizar la concepción científico-natural del hombre y la sociedad, practicar estrategias: deontológica: deber, Política: derechos, bioética: vida, y axiológica: valores.
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CAPÍTULO I EDUCACIÓN EN VALORES EN EL PERÚ 1 1.1
DEFINICIONES Valores La persona como sujeto histórico – social hace valoraciones y al hacerlo crea los
valores, y los bienes en los que aquellos se representan. r epresentan. Es decir, los valores son construcciones que subsisten y se realizan en el ser humano, humano, por y para éste. éste. En consecuencia, consecuencia, las cosas cosas naturales o creadas creadas por el sujeto, sólo adquieren adquieren un valor al establecerse establecerse la relación relación entre aquellas y éste, quien las integra a su mundo como cosas humanizadas. Las cosas no son valiosas por sí mismas, sino que tienen el valor que nosotros les damos y, por eso cada persona tiene su propia escala de valores. Asimismo, específica, que no todos nos comportamos igual ante las vivencias y los problemas de la vida; según los valores a los que les l es damos prioridad, le damos sentido a lo que hacemos. Se reconoce así, que los valores son cualidades cualidades peculiares, que poseen ciertas cosas llamadas bienes, y se originan en la relación que se establece, entre el sujeto valorante y el objeto valorado. Sin embargo, es necesario necesario reconocer la existencia de valores con respecto a los actos representativos de la conducta humana, esencialmente de la conducta moral. Todo acto humano implica la necesidad de elegir entre varios actos posibles, por ende, hay selección, pues
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La educación en valores “implica un trabajo sistemático (estimulación) a través del cual y mediante actuaciones y prácticas se pueden desarrollar aquellos valores explicitados en el entorno sociocultural en el cual se desarrollan los individuos”. Esto signifi ca,
que Educar en
Valores supone que:
Es el grupo sociocultural el que “selecciona” cuáles son los valores que deben ser desarrollados por los estudiantes, lo cual -como hemos señalado antes- implica no reconocer plenamente plenamente el papel de la libertad en el proceso educativo y tampoco de la evaluación y crítica respecto a lo l o que Susana Frisancho denomina “valores s ociales o convencionales” (2001 p.
15).
Los maestros y maestras cumplen con un papel en el cual estimulan o inculcan o imponen esos determinados valores a sus estudiantes, y por ello dedican sus esfuerzos a formar en determinados hábitos o virtudes, sin que exista un proceso dialógico acerca de los valores y de la certeza acerca de su universalidad.
El proceso educativo adquiere carácter formativo desde una perspectiva en la cual los maestros (y en general el grupo de padres o los adultos) poseen ciertas verdades que
sus estudiantes deben aprender , convicción que -como vimos en la cartilla anteriorcorresponde a un modelo de escuela transmisiva y no constructiva. (Uribe Neyra, Piscoya Rivera, & More Barrantes, 2002)
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no afecta directamente al ser hombre. Sin embargo vivir en la mentira, mentira, el hacer uso de la violencia o el cometer un fraude, un fraude, degradan a la persona, empeoran al ser humano, lo deshumanizan. deshumanizan. Por el contrario las acciones buenas, vivir la verdad, actuar con honestidad, el honestidad, el buscar la justicia, la justicia, le le perfeccionan. El valor moral te t e lleva a construirte como hombre, a hacerte más humano. Depende exclusivamente de la elección libre, el sujeto decide alcanzar dichos valores y esto sólo será posible basándose en esfuerzo y perseverancia. El hombre actúa como sujeto activo y no pasivo ante los valores morales, ya que se obtienen basándose en mérito. Estos valores perfeccionan al hombre de tal manera que lo hacen más humano, por ejemplo, la justicia hace al al hombre más noble, noble, de mayor calidad como persona. persona. Para lograr comprender plenamente los valores los valores morales debemos analizar la relación que éstos guardan con otro tipo de valores. Siendo el ser humano el punto de referencia para los valores, cabe ordenarlos de acuerdo con su capacidad para perfeccionar al hombre. Un valor cobrará mayor importancia en cuanto logre perfeccionar al hombre en un aspecto más íntimamente humano:
a. Valores infrahumanos .- Son aquellos que sí perfeccionan al hombre, pero en aspectos más inferiores, en aspectos que comparte con otros seres, con los animales, por animales, por ejemplo. Aquí se encuentran valores como el placer, la fuerza, la fuerza, la agilidad, la salud.
b. Valores humanos infra morales .- Son aquellos valores que son exclusivos del hombre, ya
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d. Valores Terminales .- Son estados finales o metas en la vida que al individuo le gustaría conseguir a lo largo de su vida.
1.3
Características
Cuando hemos referido líneas arriba cuando hablamos de valor, generalmente nos referimos a las cosas materiales, espirituales, que permiten al hombre realizarse de alguna manera. Se dice también, que la finalidad del hombre en el mundo es alcanzar la felicidad. Para ello una de las cosas que debe hacer la persona, es la valoración de su vida y establecer jerarquías de importancia. Así se dará cuenta que algunos valores serán sacrificados por otros de mayor grado. Entonces se convertirá en la carta de presentación "moral" del individuo. Por otro lado, se refiere también a las necesidades (satisfacción de las mismas) o aspiraciones humanas y su clasificación se da de la siguiente forma:
a. Necesidades primarias .- Son las necesidades fisiológicas que todo ser humano tiene que satisfacer, por ejemplo: el alimento, el vestido, la vivienda, la educación, educación, etc.
b. Valores económicos .- El hombre siempre busca su comodidad, a través de una estabilidad laboral por ejemplo, precisamente para cubrir sus necesidades necesidades básicas.
c. Necesidades de seguridad .- Se refiere al temor de pasar desapercibido, relegado por los demás, todos nosotros en el fondo buscamos aceptación del grupo social.
d. Necesidades sociales .- Es cuando un núcleo familiar no es suficiente para el desarrollo de
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a. Independientes e inmutables .- Son lo que son (originales) y no cambian. Ejemplo: la justicia, la belleza, belleza, el amor, entre amor, entre otros.
b. Absolutos.- Son aquellos que no están condicionados a ningún hecho social, histórico, biológico o individual. individual. Por ejemplo: la verdad verdad o la bondad. bondad.
c. Inagotables.- No existe ninguna persona que no agote la nobleza, la bondad, el amor, la sinceridad.
d. Objetivos.- Los valores se les l es da tanto a las cosas como a las personas, independientemente independientemente de que se las conozca o no. Para los hombres es necesario descubrirlos para que vaya formando su personalidad, para la sobrevivencia de su propia vida.
e. Subjetivos.- Tiene importancia para la persona en específico de acuerdo a sus intereses.
1.4
La educación en valores como objetivo de las reformas pedagógicas
La teoría de los valores, incluso la terminología de los valores, que había pasado a un segundo plano después de la derrota de Alemania en la Segunda Guerra Mundial ha experimentado un notable resurgimiento (en España y en otros países) en manos de los administradores de la educación pública en la última década del siglo que acaba. La “ educación
en valores” se ha convertido en el objetivo primordial que inspira la s reformas pedagógicas en todos los campos. (Gustavo Bueno, El Bueno, El sentido de la vida, Pentalfa vida, Pentalfa Ediciones, Oviedo 1996, pág. 45.)
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“educación en valores ” o de la necesidad de “poner en valor” determinados contenidos, sin
decirnos muy claramente de qué tipo de valores se está hablando, como si quisieran encubrir con el prestigio del término “valor”, en general, los valores específicos, opuestos a otros
valores, que ellos pretenden llevar adelante.» (Gustavo Bueno, «Sobre la imparcialidad del historiador y otras cuestiones de teoría de la Historia», El Historia», El Catoblepas, enero 2005, p. 35)
1.5
Breve planteamiento del problema
El Perú ha declarado a la educación en emergencia. El Programa Nacional de Emergencia Educativa -que surge al constatarse que los estudiantes no cumplen con los estándares mínimos en cuanto a las competencias fundamentales se refiere, identifica tres indicadores que alertan sobre la baja calidad de la l a educación pública peruana.
a) Los estudiantes no están aprendiendo las habilidades básicas necesarias para desenvolverse desenvolverse socialmente, lo que afecta nuestro potencial como país.
b) Muchos niños no tienen oportunidad de estudiar o estudian en condiciones de
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“educación en valores” es un aspecto deficit ario
de la educación nacional e incorpora
contenidos de esta área, orientados a fomentar la participación social y el ejercicio ciudadano. La formación ciudadana es, o debería ser, un área fundamental de cualquier propuesta educativa, orientada a que los estudiantes se reconozcan como sujetos de derechos y puedan ejercer tales derechos en una cultura y un sistema democráticos. De hecho, el diseño curricular nacional para la Educación Básica Regular (Ministerio de Educación, 2005) plantea como dos de sus objetivos principales el desarrollo personal y el ejercicio de la ciudadanía.
Sin embargo, a pesar de que los agentes educativos reconocen plenamente la importancia de la formación ciudadana y, desde un punto de vista más general, de la educación en valores para la consolidación del sistema democrático (Frisancho, 2002), esto no ha redundado en ninguna propuesta coherente sobre el tema. Por el contrario, las escasas propuestas existentes adolecen de una visión ingenua del desarrollo humano, visión que da
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1.6
Inicio de los valores
Definitivamente los valores comienzan en la familia y por ende desde que somos niños, jóvenes, adultos adultos y ancianos, ancianos, hemos sido y seremos el reflejo del hogar de donde donde venimos. No cabe duda que hemos hemos vivido tiempos diferentes diferentes a través de los años, cada uno uno de nosotros seguramente puede recordar algo bonito de su época “de oro”, pero ¿cuál ha sido la mejor
época en estos años? ¿Cuáles fueron esos valores que se formaron en nosotros y hasta la fecha los conservamos?, conservamos? , ¿Cuál es la causa del porqué se ve con preocupación la crisis crisi s de valores en la actualidad?, ¿De quién es la culpa? En la familia encontramos varias causas que han generado esta dramática situación como son: las familias incompletas (ausencia del padre), el maltrato físico y verbalmente a los menores, abusos sexuales, ausencia ausencia en la supervisión educativa y en el hogar (programas de TV, música, amistades), falta de compresión y rechazo hacia los hijos, entre otros. Son los infantes los que llevan la peor parte en este espacio que hacemos de manera absurda, porque el sistema nos tiene tan ocupados que no tenemos el tiempo t iempo para detenernos a pensar
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planteamientos. Si la escuela es capaz de diseñar e implementar procesos de aprendizaje dirigidos a sus alumnos, ha de ser s er una escuela que reflexiona sobre sus propios prop ios procesos y en tanto lo hace, estará propiciando un espacio ético. Cabe preguntarse: ¿Son nuestras escuelas espacios de construcción construcción en función de la realidad local? ¿Son espacios que facilitan el trabajo colectivo y la toma de acuerdos y responsabilidades conjuntas?
El sentido de autoridad : el ejercicio de la autoridad es un acto al servicio de lo colectivo y de la promoción de procesos educativos renovadores. Tiene gran repercusión pues define los estilos, las apreciaciones, la dinámica de una comunidad, de ahí que no pase desapercibido. Por ello decimos que el sentido de comunidad se puede ver fortalecida o resquebrajada desde el sentido de autoridad, puede hacer posible una marcha a favor o en contra de una educación en valores. Las prácticas educativas están frecuentemente sustentadas en el ejercicio de una autoridad legal, desde donde se desarrollan las relaciones verticales, autoritarias, dominantes, que traen como consecuencia en los estudiantes actitudes de dependencia-sumisión o reacción. La
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Muchas veces nos encontramos que anteponemos el valor de los hechos antes que el diálogo o la comunicación. El afán de la eficiencia nos lleva a no ser tolerantes y a perder calidez humana, se evita reflexionar ante la fuerza f uerza de los hechos. El encuentro del pensar con el hacer creativo y concertado se hace urgente. Recuperarlo demanda un proceso de reaprendizaje, de revaloración a todo nivel y en múltiples instancias.
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CAPÍTULO II 2 LA EDUCACIÓN COMO MEDIO PARA LA DIFUSIÓN DE LOS VALORES. Desde la concepción
hasta su muerte el
correspondencia correspondencia con su ambiente, ambiente,
ser humano vive una constante
mediante una una interacción interacción de influencia mutua. mutua. Tal
interacción se produce en su relación con el cosmos, la naturaleza y con la sociedad de la cual
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el hacer honesto del del educador, en en cualquier escenario, escenario, es lo que lo dignifica ante los alumnos alumnos y lo convierte para ellos, en una persona creíble y “significativa” López, M (2001) refiere que la educación implica implica un proceso de relación relación en el que los seres humanos humanos nacidos los unos para para los otros, los eduquemos eduquemos con y para los demás. Al establecer la relación con el otro, lo vemos como un ello hacia el progresivo desarrollo de un sentido humano y humanizante de interacciones; en las que vemos al otro como un tú, como un sujeto con la misma dignidad que nosotros. Asimismo, Asimismo, reconoce reconoce
que la educación educación es es un proceso proceso por el el cual se se pasa
progresivamente progresivamente del yo – ello ello al yo – tú. tú. Allí se resignifican los unos para los otros, desde el sentido egoísta de ver a los otros como seres para mí, al sentido liberador de transformarme a mí como un ser ser con y para los demás. Esta última idea puede considerarse considerarse como una vía
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educación tradicional tradicional en la que sólo importa la acumulación acumulación de conocimientos en detrimento detrimento de la formación holística holística del ser humano, que lo percibe como como un ente afectivo, afectivo, social y espiritual. Las aseveraciones precedentes permiten señalar que nuestro perfil como educadores exige considerar al estudiante como un ser biopsicosocial, poseedor de características individuales, con su propia escala escala de valores a la que hay que respetar y esto exige que el el docente posea conocimiento de sí mismo y de los otros para poder establecer establecer una relación humanizante humanizante en el ámbito de la
enseñanza formativa, como parte integrante del complejo
proceso de
socialización por el que niños, jóvenes y adultos se integran en la sociedad para ocupar su sitial en ella . Además, el ser humano vive en constante relación con el medio ambiente, en el que
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2.1
¿Para qué educar en valores?
La educación en valores debe ser en forma continua y permanente con la responsabilidad de todos y cada uno uno de los miembros de la comunidad comunidad educativa educativa Esto ayuda a la formación integral del estudiante, estudiante, quien quien requiere no sólo la adquisición del conocimiento conocimiento científico, sino también el aprendizaje aprendizaje de patrones patrones culturales impregnados impregnados de valores, que lo ayuden ayuden a ser una persona útil para sí misma y para los demás. En consecuencia, consecuencia, la visión y la acción de la educación en valores, valores, favorece que sean mejores los actos de los sujetos educativos, educativos, modelos para otros, portadores de cultura para un mundo mejor. Traspasando las fronteras conceptuales, conceptuales, se llegaría a proponer dimensiones de cambio, en un plan optimista, futurista y dinámico. Es
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2.2
Educación en valores: un modelo centrado en la narrativa
La propuesta para la acción: partir de la narrativa
Incorporamos la narrativa en la metodología diseñada con una selección de mitos, cuentos y leyendas portadoras de valores incluidos en culturas de distintos tempos y diferentes espacios geográficos. Una mirada diacrónica y sincrónica que permiten el inter juego entre el ayer y el hoy, en un esfuerzo por ingresar al discurso y desentrañar los valores que alienta cada cultura analizada. Partimos del Mito de Prometeo que nos abre la posibilidad de enlazar los contenidos éticos y
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construido muchas muchas abstracciones cuando cuando llega a la escuela, abstracciones abstracciones que deberíamos deberíamos indagar antes de imaginar su inexistencia, Por el momento, lo único que puede, concluirse respecto el aprendizaje aprendizaje humano, es que que los fenómenos fenómenos son mucho mucho más complejos que cualquiera de nuestros modelos psicológicos o principios ad hoc que los teóricos de la educación derivan de ellos. Bajo esta esta influencia, la experiencia de los niños niños pequeños pequeños en las
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2.3
El aprendizaje como eje fundamental del cambio de paradigma educativo.
Tres preocupaciones orientan el cambio de paradigma educativo para el Siglo XXI: son la Ética, la Política y Epistemológica.
a) Preocupación Preocupación Ética .- Reflexionar sobre la persona y la sociedad en la que se quiere vivir. Requerimos formar profesionales cultos, con visión prospectiva, capaces de
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APRENDER A EMPRENDER: Libertad, valentía, poder, intrepidez, renovación, fabricar proyectos de vida, personales, familiares, colectivos, innovadores. La Educación Educación es un proceso socio-cultural socio-cultural permanente de interacción interacción entre personas y grupos sociales que propende a la formación integral del hombre a fin de que adquiera la capacidad de transformar creativamente el mundo natural y social, incorporando
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La Política comprende un conjunto de prácticas, hechos, instituciones y determinaciones determinaciones del gobierno de un Estado o de una sociedad. El gobierno democrático es en el que participa el pueblo entero a través de elecciones y luego el elegido tiene el deber de respetar y asegurar la igualdad de todos: Igualdad política, es decir admisión a todas las dignidades, dignidades, cargos cargos y empleos empleos públicos según según sus
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En suma, nuestra educación debe ser integral, que comprenda los dominios del aprendizaje: Cognitivo, Afectivo-Volitivo y Socio-Psicomotor. En el Área Cognoscitiva: Se promueve el conocimiento y las habilidades intelectuales. En el Área Afectivo-Volitiva: Se promueve los estados del yo, los de carácter subjetivoactitudinal.
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Entorno adverso y contradictorio. Algunas veces lo que propone la escuela no guarda
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sensibilización orientados a determinados valores o virtudes. Ejemplo: Que virtud
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c) Metodologías para aplicar en clase
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Comparaciones: Luego de que los niños expresen su opinión sobre temas conflictivos
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