Caracterización del currículo del Colegio Gimnasio los Pinares para la construcción de una propuesta de direccionamiento estratégico de la gestión académica
This research defined how the different elements from the curriculum work, to make a strategic direction proposition from Gimnasio los Pinares’ academic management. To achieve this goal a descriptive investigation was made with a qualitative phenomenological approach, following Hernández et al. (201...
- Autores:
-
Flórez Restrepo, Daniela
Medina Díaz, Laura Andrea
- Tipo de recurso:
- Fecha de publicación:
- 2018
- Institución:
- Universidad de San Buenaventura
- Repositorio:
- Repositorio USB
- Idioma:
- spa
- OAI Identifier:
- oai:bibliotecadigital.usb.edu.co:10819/6145
- Acceso en línea:
- http://hdl.handle.net/10819/6145
- Palabra clave:
- Currículo
Enfoque pedagógico
Horizonte institucional
Gerencia
Educación diferenciada
Procesos estratégicos y misionales
Curriculum
Pedagogical approach
Institutional horizon
Management
Gender differentiated education
Planeacion estrategica
Educación humanística
Educación de la mujer
Educación intercultural
- Rights
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
| Summary: | This research defined how the different elements from the curriculum work, to make a strategic direction proposition from Gimnasio los Pinares’ academic management. To achieve this goal a descriptive investigation was made with a qualitative phenomenological approach, following Hernández et al. (2014, p. 511), exploring, describing and understanding the experiences from Pinares’ community related to the curriculum. Because this was a shared design, the route was clear and it had minimum variations in the process. There were personal interviews, focus groups with opened, semi-structured and structured questions. At the end of this project, there were some conclusions made, associated with Pinares’ curriculum, showing coherence in many aspects from strategic and mission processes. Others were left opened in a reflective way, remarking the fact that they could keep working on them. Finally, gender differentiated education as one of the cornerstones of the School’s approach as a result of being objected and left behind. Consequently, there was a proposition responding to added value asked by the quality management. This could be similar to other schools, but in this case there is a theoretical foundation, in coherence between the pedagogical approach and the curricular design, in order to embody the objectives of this project. |
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