Keys for transforming the curriculum of the Chilean education system after the pandemic
The curriculum in Chile has been under pressure in recent decades and, considering the implications of the pandemic, the pressure has spread and deepened. This situation has had repercussions for the curricular management of schools, where problems detected require a systemic analysis of their eleme...
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| Format: | Article |
| Language: | Spanish |
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Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador
2022-09-01
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| Series: | Íconos |
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| Online Access: | https://revistas.flacsoandes.edu.ec/iconos/article/view/5310 |
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| author | Alexis Moreira-Arenas Israel Ferreira-Pinto Jennifer Obregón-Reyes Máximo Quiero-Bastías |
| author_facet | Alexis Moreira-Arenas Israel Ferreira-Pinto Jennifer Obregón-Reyes Máximo Quiero-Bastías |
| author_sort | Alexis Moreira-Arenas |
| collection | DOAJ |
| description | The curriculum in Chile has been under pressure in recent decades and, considering the implications of the pandemic, the pressure has spread and deepened. This situation has had repercussions for the curricular management of schools, where problems detected require a systemic analysis of their elements. In this article, through a review of national and international evidence, we reflect on curriculum management during the pandemic, focusing on primary school education. Tensions and challenges are addressed using the indicative performance standards currently in force in Chile as a reference. The analysis reflects the accumulation of administrative functions and responsibilities carried out by the management staff. Likewise, the analysis highlights an overloaded curriculum, lack of clarity in the use of non-instructional time, and problems in the understanding and treatment of evaluations and their link with learning objectives. We present three proposals to move forward: 1) educational policies aimed at greater curricular decentralization, based on a limited set of learning objectives at the national level and flexibility to incorporate objectives at the regional level; 2) professional development coherent with curricular design and implementation in regional teams; and 3) specific spaces for school principals to analyze pedagogical practices that allow for relevant curricular implementation. |
| format | Article |
| id | doaj-art-f35e5adde10b4d6f8005bf2ade65c998 |
| institution | Kabale University |
| issn | 1390-1249 2224-6983 |
| language | Spanish |
| publishDate | 2022-09-01 |
| publisher | Facultad Latinoamericana de Ciencias Sociales, Sede Ecuador |
| record_format | Article |
| series | Íconos |
| spelling | doaj-art-f35e5adde10b4d6f8005bf2ade65c9982025-02-02T03:59:25ZspaFacultad Latinoamericana de Ciencias Sociales, Sede EcuadorÍconos1390-12492224-69832022-09-012674537210.17141/iconos.74.2022.5310Keys for transforming the curriculum of the Chilean education system after the pandemicAlexis Moreira-Arenas0https://orcid.org/0000-0003-4690-565XIsrael Ferreira-Pinto1https://orcid.org/0000-0002-7249-667XJennifer Obregón-Reyes2https://orcid.org/0000-0002-9026-6464Máximo Quiero-Bastías3https://orcid.org/0000-0001-5404-9764Universidad de O’HigginsUniversidad Alberto HurtadoUniversidad de GranadaPontificia Universidad Católica de ChileThe curriculum in Chile has been under pressure in recent decades and, considering the implications of the pandemic, the pressure has spread and deepened. This situation has had repercussions for the curricular management of schools, where problems detected require a systemic analysis of their elements. In this article, through a review of national and international evidence, we reflect on curriculum management during the pandemic, focusing on primary school education. Tensions and challenges are addressed using the indicative performance standards currently in force in Chile as a reference. The analysis reflects the accumulation of administrative functions and responsibilities carried out by the management staff. Likewise, the analysis highlights an overloaded curriculum, lack of clarity in the use of non-instructional time, and problems in the understanding and treatment of evaluations and their link with learning objectives. We present three proposals to move forward: 1) educational policies aimed at greater curricular decentralization, based on a limited set of learning objectives at the national level and flexibility to incorporate objectives at the regional level; 2) professional development coherent with curricular design and implementation in regional teams; and 3) specific spaces for school principals to analyze pedagogical practices that allow for relevant curricular implementation.https://revistas.flacsoandes.edu.ec/iconos/article/view/5310covid-19curriculumeducationcurriculum managementpandemicschool system |
| spellingShingle | Alexis Moreira-Arenas Israel Ferreira-Pinto Jennifer Obregón-Reyes Máximo Quiero-Bastías Keys for transforming the curriculum of the Chilean education system after the pandemic Íconos covid-19 curriculum education curriculum management pandemic school system |
| title | Keys for transforming the curriculum of the Chilean education system after the pandemic |
| title_full | Keys for transforming the curriculum of the Chilean education system after the pandemic |
| title_fullStr | Keys for transforming the curriculum of the Chilean education system after the pandemic |
| title_full_unstemmed | Keys for transforming the curriculum of the Chilean education system after the pandemic |
| title_short | Keys for transforming the curriculum of the Chilean education system after the pandemic |
| title_sort | keys for transforming the curriculum of the chilean education system after the pandemic |
| topic | covid-19 curriculum education curriculum management pandemic school system |
| url | https://revistas.flacsoandes.edu.ec/iconos/article/view/5310 |
| work_keys_str_mv | AT alexismoreiraarenas keysfortransformingthecurriculumofthechileaneducationsystemafterthepandemic AT israelferreirapinto keysfortransformingthecurriculumofthechileaneducationsystemafterthepandemic AT jenniferobregonreyes keysfortransformingthecurriculumofthechileaneducationsystemafterthepandemic AT maximoquierobastias keysfortransformingthecurriculumofthechileaneducationsystemafterthepandemic |