INFLUENCE OF CONTEXTUAL REALITY ON THE PLANNING OF EQUITABLE, INCLUSIVE AND QUALITY EDUCATION
Keywords:
Education; planning; context.Abstract
The article deals with some of the main results of a research project (Didactic Contextualization in the teaching-learning process of the Physical-Chemical-Mathematical Sciences) of the Red de Estudios sobre Educación (Sancti Spíritus, Cuba) and the Red Educativa Mundial (Peru). These were implemented to improve the contextualization of the teaching-learning process planning. In this regard, several shortcomings were highlighted, and the contextualization of the teaching process of these sciences was undertaken, based on the articulation of interactions in accordance with the contextual reality. This was done by taking the levels of development of those involved as a basis from the Historical-Cultural Approach. The essence consisted in the use of curriculum organizers for the planning of the developing teaching-learning process, with a comprehensive pedagogical diagnosis as a background. The study was implemented in several Secondary Education schools, for which purpose an experiment was organized and carried out. In addition, it was found that this increased coherence in the curriculum that was taught and learned, which translated into enhancing the levels of quality of the service provided and received in the attention to diversity presented in the classrooms.
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Copyright (c) 2020 Michel Enrique Gamboa Graus, Regla Ywalkis Borrero Springer
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