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    La formación docente en las consideraciones del currículo para grupos multigrado
    (Universidad Panamericana, Escuela de Pedagogía, 2022)
    Ríos Cepeda, Vera Lucía
    ;
    Arán Sánchez, Ana
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    This research shows the scope of longitudinal results of a poll of 96 teachers of the Central-South Region of the State of Chihuahua, to generate a discussion about the recognition of the support that they receive, the difficulties that they have and their visions about the teaching designs and learning evaluation in multigrade classrooms, with a deductive method which allows the multigrade variable analysis of six dimensions. The study has three phases, the first with a post-positivist approach, where statiscal results about knowledge where they manifest representative elements of the curriculum in schools with multigrade groups, and their pedagogical habilitation from the teaching processes; the results of the elaborated analysis are the following: Teachers frequently apply reasonable adjustments and curriculum adaptations, which correspond to those that refer the adaptation of educational purposes, teachers use more frequently the ones of meaning, sociability and expansion of areas because those are part of the activities that teachers implement with their groups; they do not visualize them as alien or as a responsibility. Nevertheless, they restrict themselves to changing only materials and activities.
      1  124
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    Las reformas constitucionales del artículo 3°: una relectura pedagógica a sus reformas educativas
    (Universidad Panamericana, Escuela de Pedagogía, 2018-12-28)
    ;
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    In this paper, we analyze the Constitutional Reforms (CR) of Article 3° (1934-2016), to evaluate whether the translation in Educational Reforms (RE) has translated the set of constitutional ideals. The method of work is as follows: with the construction of the concepts of Political Pedagogy and Curriculum (as a political instrument), in a second section, a critical reading of the different CR to Art. 3 is elaborated. Three results are reached: first, that Article 3 is the ideal and legal framework that the Mexican State must promote through the SRs and their curricular proposals. Second, the first RC (1934-1993) promoted a nation project through a Political Pedagogy. Third, the general structure of the last SR (2002-2016), by privileging the international character in the different curricular proposals, has neglected the criterion of national identity
      43  2192
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    La formación de los educadores musicales en México: retos y propuestas
    (Universidad Panamericana, Escuela de Pedagogía, 2011-10-08)
    Pliego Carrasco, Gabriel
    ;
    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    En México, las reformas curriculares vigentes para la educación musical en los niveles básicos obligatorios, presentan dilemas que desfavorecen la consecución de los propósitos planteados por ellas mismas. Las principales razones son tres: los programas de educación musical no están realizados sobre un sistema de pensamiento o análisis profundo de la naturaleza de la música y su educación; en estas reformas no se precisaelperfil deseado para el educador musical, y existe una limitada cantidad de opciones para la formación profesional del educador musical. Es necesario una reflexión informada de los programas actuales de educación musical, y una gama de opciones serias de formación universitaria del profesorado de educación musical, en ámbitos de creación musical y prácticas didácticas reales. El objetivo de esta investigación es considerar a la filosofía praxial de la educación musical, junto con el análisis del programa universitario de educación musical de la Escuela Nacional de Música (ENM) de la Universidad Nacional Autónoma de México (UNAM), como fundamento que ofrece bases y lineamientos para el desarrollo de un currículo universitario de educación musical en la Ciudad de México. Estos fundamentos definen el perfil de un educador musical y brindan, a su vez, los pilares para el desarrollo de los programas de música para la educación básica en México.
      30  129