LA EVOLUCIÓN HISTÓRICA DEL CURRÍCULO - PERÚ

Introduction

The speaker introduces the topic of the evolution of the national curriculum and emphasizes the importance of understanding the processes that have led to its modification and improvement over the years.

Evolution of the Curriculum

• Before 2005, the curriculum was not integrated and focused on content-based learning.

• In 2005, a national integrated curriculum was introduced, combining different levels of education.

• In 1997, UNESCO presented a study on education perspectives titled "Education Encloses a Treasure," which identified four pillars of education: learning to know, learning to do, learning to live together, and learning to be.

• The current curriculum is based on these principles.

Modifications in 2009

The speaker discusses the modifications made to the curriculum in 2009, which shifted towards a competency-based approach.

Competency-Based Approach

• In 2009, a new version of the national curriculum was launched with a focus on competencies.

• The achievements expected from students were expressed in terms of what they should be able to do rather than just knowledge acquisition.

• This version was known as "Diseño Curricular Nacional de Educación Básica Regular" or DCN 2009.

Introduction of Learning Routes

The speaker explains the concept of learning routes introduced in 2015 as pedagogical guidelines for teachers.

Learning Routes

• Learning routes were established in 2015 as tools providing pedagogical guidance and suggestions for teachers at different educational levels.

• These routes aimed to improve educational planning and teaching practices nationwide.

Current Curriculum Features

The speaker highlights the similarities and differences between the DCN 2009 and the current curriculum.

Current Curriculum Features

• Both the DCN 2009 and the current curriculum have a competency-based approach and are interdisciplinary.

• They are organized in cycles, but the current curriculum focuses on formative evaluation rather than qualitative assessment.

• The current curriculum has reduced the number of competencies to 31, with 81 associated capacities.

• It no longer works with 11 education purposes but instead focuses on a basic education profile.

Development Process of the Current Curriculum

The speaker explains the extensive development process involved in shaping the current national curriculum.

Development Process

• The current national curriculum is the result of 14 studies, reviewed by 33 different curricula from various countries.

• It underwent revisions by five regional curricula (Piura, San Martín, La Libertad, Arequipa, and Puno).

• Nine technical committees, one national conference, six months of regional dialogues, and multiple consultations were conducted to gather input from various stakeholders.

Conclusion

The speaker concludes by emphasizing that the national curriculum has evolved favorably over time through modifications and adjustments while maintaining its focus on competency-based learning.

Evolution of National Curriculum

• The national curriculum has not been completely changed but rather modified and improved over time.

• It incorporates a competency-based approach and subject areas from previous versions.