INFLUENCE OF CONTEXTUAL REALITY ON THE PLANNING OF EQUITABLE, INCLUSIVE AND QUALITY EDUCATION

Authors

  • Michel Enrique Gamboa Graus Universidad de Las Tunas. Cuba.
  • Regla Ywalkis Borrero Springer Universidad de Las Tunas. Cuba.

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.

Author Biographies

Michel Enrique Gamboa Graus, Universidad de Las Tunas. Cuba.

Doctor en Ciencias Pedagógicas. Profesor Titular del Centro de Estudios Pedagógicos de la Universidad de Las Tunas. Cuba.

Regla Ywalkis Borrero Springer, Universidad de Las Tunas. Cuba.

Máster en Enseñanza de la Química. Profesora Auxiliar del Departamento de Química-Biología-Geografía de la Universidad de Las Tunas. Cuba.

Published

2016-06-18

How to Cite

Gamboa Graus, M. E. ., & Borrero Springer, R. Y. . (2016). INFLUENCE OF CONTEXTUAL REALITY ON THE PLANNING OF EQUITABLE, INCLUSIVE AND QUALITY EDUCATION. Didáctica Y Educación ISSN 2224-2643, 7(2), 259–276. Retrieved from https://revistas.ult.edu.cu/index.php/didascalia/article/view/490

Conference Proceedings Volume

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Reflexiones

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