Traits Convergent and Divergent Between Conventional and Schools of Venezuela Bolivarian Schools

Abstract

When trying to explore what they represent convergent and divergent traits in the framework of educational reform based on curriculum design Bolivarian Venezuela found that in two model school currently work: conventional schools and Bolivarian schools. The aim of the research is a comparative study of the convergent and divergent traits between the Bolivarian schools and mainstream schools, establishing similarities and differences between the two modalities in educational institutions. It was based on pedagogical models (Flórez, 2008) and the Bolivarian Curriculum Design (2007). Methodologically research is documentary in nature - comparative, leaning against Barrera Hurtado (2010), Pedagogical University Experimental Libertador (2011), Sánchez (2000) and Pasek and Matos (2006). As a result was obtained that conventional schools and bolivarianas one hand, converge the contents of learning which dictates the Bolivarian curriculum and teaching methods project. On the other, diverge in the teaching process, comprehensive care to the community and assessment of knowledge. It is concluded that there are differences in the formation of students according to the given method, the time spent at school and their contact, more or less, directly or not, with the community.