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Teaching Management in the Context of Venezuelan
Primary Education
Author: Marilin
Pastora Arrieche Cordero
Universidad Fermín
Toro, UFT
Lara, Venezuela
Abstract
One of
the fundamental aspects of a country is the training of its students, so the
topic addressed in this essay is the Teaching Management of Primary Education
in the Venezuelan Educational context. Taking into consideration that the
education of children and adolescents will depend on the development of the
educator, where he must be updated on the advances of knowledge, especially in
the pedagogical part and as subject in interaction with his disciples, he must
know them and center his action in love and dialogue, therefore in that
plenitude of managing the educational praxis the teacher of life who seeks the
excellence of his students, in order to carry out that source of knowledge of
that reality, where the teacher and the learner, thus combining knowledge and
experiences, promote that change of mentality that transforms the subject that
imparts culture, in a deep dialogue to achieve an education for life, achievement,
and change. A Venezuelan educational system that lives up to the great
transformations and global changes, so that paradigm of innovation is to
establish and build justice, equity and peace. An instruction that carries
ideas that form the Venezuelan citizen, for the progress and development of the
people, in the educational, socioeconomic, cultural and religious field.
Keywords: management;
teaching; education.
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Date Received: 04-08-2017 |
Date Acceptance: 06-10-2017 |
Gestión Docente en el
Contexto de la Educación Primaria Venezolana
Resumen
Uno de los aspectos fundamentales de
un país es la formación de sus estudiantes por lo cual el tema abordado en este
ensayo es la Gestión Docente de Educación Primaria en el contexto Educativo
Venezolano. Tomando en consideración que la educación de los niños, niñas y
adolescente va a depender del
desenvolvimiento del educador , donde debe estar actualizado sobre los avances
del conocimiento, sobre todo en la parte pedagógica y como sujeto en
interacción con sus discípulos, debe conocerlos y centrar su acción en el amor
y el diálogo, por lo tanto en esa plenitud de gerenciar la praxis educativa el
maestro de la vida quien busca la excelencia de sus educandos, para así llevar
a cabo esa fuente de conocimiento de esa realidad, donde el profesor y el aprendiz,
conjugando así los saberes y experiencias, promuevan ese cambio de mentalidad
que transforme al sujeto que imparte cultura, en un diálogo profundo para
alcanzar una educación para la vida, el logro, y el cambio. Un sistema
educativo venezolano que este a la altura de las grandes transformaciones y
cambios mundiales, para así ese paradigma de innovación sea para instaurar y
construir la justicia, la equidad y la paz. Una instrucción que lleve ideas que
formen al ciudadano venezolano, para el progreso y el desarrollo del pueblo, en
el campo educativo, socioeconómico, cultural y religioso.
Palabras clave: gestión; docente; educación.
|
Fecha de Recepción: 04-08-2017 |
Fecha de Aceptación: 06-10-2017 |
1. Introduction
The man in the search of his
self-realization is reflecting how is his interiority, using the classic Greek
philosophy knows yourself of Socrates, this makes aware in that it is necessary
to look for in the soul, the source of a personal construction, towards a rich
source of creative and critical thinking between a position as educator in the
construction of a truth of a theory and a praxis of a Venezuelan Educational
System that, connote, vivify and update a reasoning for life, for a school of
holistic knowledge integrity.
In the first place, education must be
centered on man, who is the subject of action and transforming change of
society, in this way it can be observed, that it corresponds the responsibility
of the Venezuelan teacher, to train the student with critical thinking,
heuristic, creative and artistic. Every human being has to be with a motive and
in an effort to do things in education, in charity, in efficiency and in
creating a motivational achievement, in the personal field, in the pursuit of
the development of the personality in order to foster the human, suitable for
democratic life.
Education must form an integral, up-to-date
individual, capable of facing change and effectively solving current problems.
This requires a close relationship between educational institutions and their
political, social and economic environment, where curricular designs must be
updated appropriate to the needs of the individual and society, have
methodological strategies adapted to the latest technological advances.
Likewise in the report, Education Encases a
Treasure, prepared by a commission of UNESCO (1996), highlights a series of
tensions that are at the center of the problem of education of the man of the
21st century.
The tension between the
extraordinary development of knowledge and the assimilation capacities of the
human being. The commission did not resist the temptation to add new
disciplines such as self-knowledge and the means of maintaining physical and
psychological health, or learning to better understand the natural environment
and preserve it. And yet school programs are increasingly overloaded.
Therefore, it will be necessary to choose a clear strategy of reform, but on
condition of preserving the essential elements of a basic education that teaches
to live better through knowledge, experimentation, formation of a personal
culture (p.12).
This
commission proposes an education for life, formed in values, taking into
consideration the being, doing, living together and knowing, for the formation
of an integral individual. Aware of the technological, computerized, globalized
age in which we live, education must be redefined in terms of its aims,
contents, strategies and roles of the teacher, these must be oriented towards
the formation of man for life, that is, for reflection, work and happiness.
In
accordance with the above, this research is developed to interpret the teaching
management in Primary Education in the Venezuelan Context, in order to detect
the development of it and thus contribute to provide input for the development
of an educational system, according to to the reality of the country, to
respond to a growing demand that demands quality and equity.
In
primary education covering all the basic tools of learning both in the ethical
and cultural, scientific and technological, economic, social. From this
perspective, education is the indispensable element for the promotion and
integral formation of the human being and of being consubstantiated with the
social changes that are the result of a learning process.
In
this sense Botero (2009a),
Educational management "seeks
to apply the general principles of management that have been present in the
theory of administration, to the specific field of education. The object of
educational management as a discipline is the study of the organization of work
in the field of education, therefore, it is influenced by management theories,
but there are also other disciplines that have allowed enriching the analysis
such as: administration, philosophy, social sciences, psychology, sociology and
anthropology". (p.2).
Without a doubt, management is a word that
has been used in the teaching culture very intensely in the last decade, but we
almost never stopped to ask about its origin and real meaning. This term comes
in the same package of changes in education and few perceive its incidence.
Like other terms borrowed from other sciences and introduced into the
educational culture as fashion, they were received mechanically by teachers and
authorities to give a certain modernity to their discourse.
According to Vargas (2008), educational
management "is seen as a set of theoretical-practical processes integrated
horizontally and vertically within the education system, to fulfill the formal
mandates, where management must be understood as a way of understanding and driving
the school organization" (p.68). Quoted by Ramírez (2012). Which means
that the management would be a set of procedures to direct the academic
administration. Education is part of a framework of ethical principles and
values that characterize the exercise of the teaching function. Consequently,
the teacher is ethical when he acts responsibly in an institutional context,
taking into account that he shares with his students both his being and his
doing and the knowledge that he possesses.
The teacher must face great challenges such
as developing the ability to adapt, making decisions in an argument of high
uncertainty. In this context, lifelong learning is a fundamental element for
assuming the students' training with responsibility and criteria, for this it
requires permanent updating processes. On the other hand, Carrasco, (2002),
defines the educational management "as a fundamental aspect of education,
plays an important role in conducting and carrying out activities, which will
lead to the achievement of the goals and objectives set out in the educational
system" (p.16).
It is necessary to consider that the
achievement of quality learning is a challenge faced by education systems in
the world, which requires emphasizing the training of future scientists,
professionals, technologists and technicians necessary to incorporate the field
productive for development. Education with quality seeks to train citizens
capable of understanding the complex interrelations between science,
technology, social, economic, political and cultural spheres with the purpose
that, in the future and whatever their sphere of activity, they have the
necessary instruments to participate in decision making that contributes to
build a democratic society.
2. Development
The
teacher originates favorable changes and transformations, in relation to the
achievement of the strategic lines established in the social context and the
educational policies. In this sense, in order for a teacher to carry out their
function effectively in the school organization, it is vitally important that
they exercise their function in accordance with their personal and professional
growth. Their actions represent a fundamental commitment where efforts are
coordinated to form human beings in the best conditions; which implies that it
is essential to carry out actions that make up a team to respond to the
requirements of the educational organization.
Due to
this, it is essential that any education system is focused on improving, since
its central objective is to achieve a fair balance, in addition to an adequate
optimization of the efficiency and effectiveness of education, thus
contributing to the consolidation of continuous improvement as an inherent part
of the search for educational quality. Likewise, there is a need to look for
new articulations, which refers to the degree of mastery of information and
skills that the teacher must possess, bearing in mind that this articulation
implies a process of new consensus, commitments and responsibilities.
These
changes are being generated at the level of education, in all areas are
challenges for the teacher, who must achieve quality education, and worry about
updating to meet the challenges that arise in society with a globalized economy
and the international competence of the different spaces of educational work.
From this perspective, Montenegro (2003) defines teacher performance as
"the performance of their duties; this is determined by actors associated
with the teacher himself, the student and the environment" (p.18).
Considering
these considerations, we reflect on the different actors that determine the
teaching work which are: their professional training, their health conditions
and the degree of motivation and commitment for their work. The professional
part includes organized planning and constant evaluation, therefore, the higher
the quality of preparation, the higher the efficiency will be. Likewise, a
teacher who enjoys good health will have greater possibility of exercising his
functions fully, with satisfaction; and the motivation will depend on the
incentive that has to carry out the work in which it operates.
On the
other hand, the teacher is considered by Díaz and Hernández (2001), "as a
person in charge of conducting the educational process" (p.23). So, the
teacher is responsible for educational management, for which it must respond to
specific functions, taking into account that it must fulfill different roles in
the practice of the pedagogical exercise, these roles are fundamental when
programming effective competences in teaching.
Education
has been at the global level a central theme for which different studies have
been formulated, especially taking into consideration the inclusion of citizens
in the educational system where everyone has access to the educational system.
In 2000, six objectives were formulated for 2015 and different procedures to
execute them, this with the representation of 164 countries, which gathered in
the world forum on Education, in the same way the EPT follow-up report was made
public (Education for All), where the performance achieved is made known. The
basic teachings that should configure the global education agenda from now on
are also indicated.
One of
the most important challenges that have been created within the framework of
the advance of historical science in recent years, in Venezuela and Latin
America, is unquestionably the deepest, most systematic, orderly and methodical
study that has been taking place in the historical field of Education. It was
at the end of the 18th century, in the colonial Caracas of 1794, that the first
critical document prepared by a teacher was located about his occupation and
the conditions in which they found the establishments of first letters in our
country. This is the report prepared by Simón Rodríguez at the Cabildo de
Caracas with the title of "Current State of the School and new
establishments of it" dated May 19, 1794.
The educational system has been developing
in Venezuela very slowly, it has a lot to do with the changes that occurred at
the time, which has gone through many historical events depending on the
moment. President Antonio Guzmán Blanco, president in 1870, established by
decree public instruction, free and compulsory, in 1873 the educational system
only attended 3,744 students in 100 public schools.
For the year 1936, education becomes one
of the priorities of the Venezuelan state and the Ministry changes its name to
National Education. For the year 1948, the National Organic Education Law was
created and the adult literacy process was promoted. It is then at the
beginning of the decade of the 60, when Venezuelan education presents a
considerable extension and a notorious growth, in which all the social classes
of the country had access.
Making a brief account of how education
has progressed in recent years, it can be said that a large number of students
have entered the education system, however, the same can not be said with
regard to the quality of students who graduate. Educational reforms are made in
which the government establishes the components, to channel the policies of
education. They are the fruit of a deep development, in which intrinsic and superficial
elements intervene to the collective authenticity of a nation.
At the end of the 20th century, a series
of events that describe this stage emerged, among which are a series of reforms
that have a common set of objectives. The following should be noted: Equality
in the right to education, examining the contents of the curriculum, as well as
improving the quality of education, among others.
Already in terms of progress as
globalization has forced the world to implement transformations in its primordial
elements, such is the case of Education. This is why different countries of the
world have made their own plans taking into account the conditions of their
environment to meet the current and future demands to which they are being
subjected, as a result of the global process.
At this moment the policy of state reform
in education is fundamentally the massification of education and innovation in
teaching methodology, since the country is demanding a change in the way of
educating, since labor demand is expanding, that is why new models of school
insertion, including the university one, have been inserted in the country. The
projects that are being created play a fundamental role in mass school
inclusion, since the sole purpose is a globalizing education where we can grow
all the citizens of the country without exclusion and in full equality of
conditions.
Today, a transformation is taking place in
teaching, in the new legal framework of the Pedagogical Orientations 2015-2016,
where it specifies that Integral Educational Attention: "guarantees the
attention of the children and adolescents from the first grade until completing
the sixth grade, considering responsibility, families, school and community"
(p.32). It can be said that it is stressed that responsibility is no longer
just the teacher, the family also plays an important role in the education of
the student, the duties must be shared.
In these pedagogical orientations, part of
the technology is immersed with the portable canaimas to positions of the
contents assigned to FUNDABIT, as well as the activation of the pedagogical,
school, state, municipal and national congresses, which indicates a new
curricular approach.
Also in the Pedagogical Guidelines
2014-2015, orientation number 43 of the academic attention of Primary
Education, which explains, that the teaching collectives will encourage daily
reading moments of 30 minutes (30) in different learning environments, using
books of the bicentennial collection, the Canaima notebook and other resources
(newspapers, brochures, leaflets, leaflets, stories, magazines, songs, among
others, it is recommended that, through the Resource Center for Learning,
Reading fairs, meetings of poetry and stories.
Currently there is a Bolivarian National
curriculum that specifies the subsystem of Primary Education (2007), "The
subsystem of SEB guarantees the comprehensive education of boys and girls from
six (6) to twelve (12) years or until their entry to the next subsystem"
(p.25). Concentration, both in national social segments, and in some countries,
along with the great questions that society faces today regarding education,
which lead to reflection on the professional identity of the teacher, on the
forms and practices of professional performance in the context of current
assessments and demands of social life, and on the new distribution of
responsibilities in education.
The current humanity has undergone
transformations accelerated, due to a series of innovations in the
technological, scientific and telecommunications fields influencing the
educational activities carried out in the classroom, for which a new type of
student flourishes. Following this order of ideas, Botero (2009b) mentions that
"Educational management of the 21st century should set action policies
that qualify workers whose preparation today may be below the technology
used" (p.6). For this reason there is a need to look for new
articulations, which refers to the degree of mastery of information and skills
that the teacher must have, bearing in mind that this articulation implies a
process of new consensus, commitments and responsibilities.
That is capable of a reality in which is
immersed in a globalized and postmodern society, linking a scale of values in
training and instruction, in order to create the moral and social conscience of
a discerning citizen, to include real educational policy, just in a provision
that this Venezuelan homeland promulgate in the scientific and technological
work, with a philosophical awareness, with a highlight of the artistic capacity
and a knowledge of the transcendental values of the Venezuelan spirituality.
Likewise, to enhance an active education
that promotes the good sense and suitability of the republican, and that is not
divorced from the determining reality, from the national economic structure, to
build an integral harmonious development of progress and peace, in order to
live a committed liberating pedagogy of all social groups in a relationship of
coexistence. In this way, a curricular transformation of experiences and
knowledge linking a category of skills and abilities training in a valorization
of productive work must be activated in order to dislodge an obsolete,
traditional and anachronistic education with a new philosophical position of
teaching.
In this sense, Varone (2005), mentions
that "the teacher must stop being a passive consumer of innovations to
become a creator of the curriculum, carry out an educational task based on
their own teaching strategies" (page 18) , which means that the teacher is
the transformer of the curriculum through the preparation that he / she
obtains, provided that he / she is given the opportunity to participate widely
in the reformulation of the same, and thus reflect in a creative way, the
changes required according to his / her interaction with the environment and
the accumulation of experiences in their teaching activity.
The teaching management has to go directed
in the construction of a theoretical-practical vitality, with a radical end.
The same has to be linked to the rule of law, the curriculum of the Bolivarian
National Education system, which is the rudder of directing the boat that is
captained in a harmonic manner by the teacher and the student.
In the same way the teaching management,
has to travel the way in the search of the truth, to eradicate the exclusion of
the citizen in Venezuelan education, taking into account the national
educational policy in which it has to approach the historical social and
economic reality of the country, in order to transform the Venezuelan national
paradigm, to be a humanist that forges the children and adolescents of
tomorrow, acts to live in the coexistence of democracy.
Society requires a change in the
management of educational policies to provide a vigorous and useful source, to
insert education to the changes posed by Venezuelan man of a quality teacher
meritocracy, to provide a congruence to the challenges of social change a
society that is in permanent movement in the curricular theories and
educational models, that are not a purely demagogic policy of ideological
indoctrination of the elites that hold the power in the economic, political,
social, cultural and religious field.
A curricular design discussed in all the fields and
institutions of contemporary Venezuelan society must be created, so that in a
consensus of dialogue of agreements and agreements in which the teachers
participate, with a philosophical, political and theological treaty to reach an
agreement, of an education of excellence to bring together all of a
comprehensive educational policy, interdisciplinary for the development and
integral progress of Venezuelan society.
It is noteworthy that at the time of executing
transformations originated within the educational context, it is necessary to
take into account that there are many actors that can influence, one of them
would be the resistance to change within which different obstacles may exist:
conflicts of values, considering that institutions and teachers are carriers of
assumptions and ideologies potentially contradictory to the new proposal, power
conflicts between teachers, managers and technicians, little training, lack of
resources, the working conditions of teachers and the diverse traditions
incorporated into the rules of thought and action of the actors, the lack of
motivation to the teacher for the change, to name a few.
Another of the influential aspects in the teaching
management of Primary Education in the application of the new curricular
designs, is the little knowledge of the educator in terms of the curricular
designs, there is a need for updating by the same.
In this regard, Pérez (2004a), says that when it comes
to educational innovation, this involves a series of transformations in all
areas, so he argues that: Innovation does not only involve doing it from the
environment, but to transform people from their own conceptions to learn and to
know, to realize that innovation occurs in cognitive structures and in the
conception of learning in relation to subjects (...) "to conceive subjects
who learn from different perspectives in learning, makes it possible to
innovate educational practices" (p.1).
In relation to the above statements it is necessary to
indicate that the pedagogy of creativity is imposed, since in exchange for the
action that has predetermined limits and is known a priori, all education is an
adventure in which all the capabilities of being play and not only the
intellectives. For there to be a good teaching performance, the educator must
implement appropriate and updated strategies.
In the Pedagogical Guidelines 2015-2016, there are
very interesting proposals, that with good strategies and a follow-up to the
activities to be developed, the proposed objectives could be achieved, for a
quality education with a curricular design according to the reality in which
the country lives.
It is important to note that the quality of students
in primary and high school has deteriorated a lot in the sense of not repeating
grades as before, ignoring the performance traits achieved, this does not mean
that if the student does not repeat is not a good student , but must be promoted
without having even achieved the minimum competencies, to be promoted to the
next higher level.
It is evident that there has not been a notable change
in education, in the actions implemented by the Ministry of Popular Power for
Education in the so-called National Consultation for educational quality, which
imposes a National Bolivarian curriculum for schools in Education Primary, a
collection of books titled as a Bicentennial Collection was also published,
where they try to impact students ideologically.
In the same way, Palacios (1997), explains that;
There is the problem of methods in relation to moral
education, new school does not impose anything in this field either. It is
limited to making possible the autonomy of school children and to facilitate
their learning of freedom. According to the new spirit, the ideal to which one
must tend is for the child to lead himself: after a more or less long period of
learning, every child must come to address himself. Just as the ideas that the
child acquires with his will are sterile and dead, while those that have been
born of curiosity and interest remain alive, only the habits that have acquired
not through training, but through the experience of the relationship with the
companions, by the personal reflection on the life and the own action (p.78).
Which means that
in this education, the moral values are not taken into account, important for
the life in society and that the student is left to the free will, without
having an orientation of the teacher, leaving them to be guided by their own
will, regardless of the consequences.
On the other hand,
we must consider the social security of teachers, their training as established
by the Organic Law of Education (2009), in its article 97 states that the
Ministry of Education ... "will establish permanent refresher programs for
teachers of knowledge, specialization and professional development" (pp.
27-28). Which means that the state is obliged to provide adequate training to
teaching professionals, with trained staff and a maximum duration, not a few
postgraduate and Doctorate that only last six months of ideological
indoctrination.
If it will be
taken into consideration that we are in a world of technology, in a globalized
society, if the state were to follow the endowment material such as the
Canaimites, in which it has made a considerable investment without obtaining
satisfactory results, these channels are takes the students to their homes,
without giving them the proper use, they sell them, they download inappropriate
videos of pornography and bloody games where violence is manifested.
3. Closing
According to the
document of the Venezuelan Chamber of Private Education CAVEP (2014), in terms
of educational quality for all from a human rights perspective, highlight the
importance of the full exercise of education, requires that this be of quality.
Providing a quality
education implies the articulation of government, education, society and
family, and is characterized by the transmission of democratic ways of acting,
of fraternity, based on the pedagogy of meaningful learning, where it is taught
and learned in and from freedom , that generates quality of life with a country
vision based on a Nation project that is shared by the majorities (p.15).
In addition, it is required that the MPPE develop
policies and teacher training appropriate to the new realities and with the
flexibility necessary for educational institutions to develop new training
programs, in the same way dignifying the profession of the educator according
to Pérez (2004b), "investing in education not only implies the access of
more children and adolescents to the educational system, it is not enough to
define policies, strategies, to transform schools and grant them more economic
resources" (p.18).
Therefore,
investing in education also involves investing time to ensure that the teaching
performance is efficient, in particular, in the tasks that the teacher has to
fulfill daily in a classroom with their students for their achievement of
integral development and thus avoid pragmatism, immediatism and improvisation
during the development of multiple strategic activities when conducting a class
session.
To this we must
add the technical-administrative functions related to the control and
supervision of the processes that attest to their situation, that is, of all
the accumulation of plans that must be specified and that takes place before
the development of pedagogical activities in the classroom. In this sense, the
teaching performance covers aspects such as: planning, this involves activities
such as the diagnosis of the situation of the students before the start of the
first period, the setting of the classroom, the profile of the graduate who
wishes to be trained in each year academic, the initial registration with all
its complete data, the control of statistics, endowment of resources, to name
some administrative aspects.
In the same way,
evaluation is also implicit; the direction and supervision of all teachers, in
order to determine the effectiveness of the educator's own performance, in his
pedagogical effort, such as the evaluation of the student and the effectiveness
of the components of the curricular design according to the resources available
in each of the institutions.
The most recent
conceptions of the technical-teaching functions start from acting as a facilitator
of learning, as a promoter of educational experiences, with the capacity to use
strategies and resources that produce in the student development of creativity,
good acquisition of knowledge, skills and skills to real life situations and
the development of attitudes and values.
The foregoing is
part of a framework of ethical principles values that characterize the
exercise of the teaching function. Consequently, the teacher is ethical when he
acts responsibly in an institutional context, taking into account that he
shares with his students both his being and his doing and the knowledge that he
possesses. The permanent training is a fundamental element to assume with
commitment and criteria the training of its students, for this it requires a
permanent updating process.
The achievement of
a quality education system is a challenge faced by education systems. The
educational field in Venezuela has always been growing, with a view to seeking
improvements to achieve a quality education.
4. References
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(2003). Evaluación del Desempeño
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J. (1997). La Educación en el Siglo XX.
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C. (2012). La gestión educativa (ge) en
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Marilin Pastora
Arrieche Cordero
e-mail: marinarrieche@hotmail.com
Born in Venezuela. Professor in Commercial Education
(Universidad Pedagógica Experimental Libertador Barquisimeto), Master in
Technical Education. (Pedagogical Experimental University Libertador
Barquisimeto). Diploma in English
Teaching for the Primary School (Universidad Pedagógica Experimental Libertador
Barquisimeto in agreement with the British Consulate). Doctoral student in
Educational Sciences at the UFT. Assistant professor of the Ministry of the
Popular Power for Education in the Bolivarian School Full Day "City of
Maracaibo". Teaching category V,
assistant director.
The
content of this manuscript is disseminated under a Creative
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- Original Version in Spanish -
DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.7.18.354-373