Curricular innovation in the face of teacher realities

Abstract

A clear and proven idea in history is that education as a transforming process of societies is determined by the realities inherent in the context, this definition implies and forces the curriculum, as a fundamental and functional element of said process, to remain in constant change, updating and adaptation to educational communities; In this sense, this essay addresses contemporary curricular trends from a critical-reflective perspective, looking at relevant aspects in terms of innovation, advances, perspectives and the direction in the formation of the Colombian citizen; For this, articles and / or publications related to new curricular trends, their adaptations, modifications and reflections on their applicability were cited and analyzed in the midst of the current situation of COVID-19, the impact of the new realities faced by teachers in the face of to the development, design and implementation of new didactic, pedagogical and technological strategies based on Information and Communication Technologies (ICT) forced by virtuality, generational changes in the way of obtaining and producing knowledge, advances and perspectives against curricular innovation in Latin America, and of course, the expectations tending in the training of future teachers. In general terms, it is a simple, organized and discursive writing about the theoretical and practical realities of the curriculum, seen not only from the textual point of view, but also from the organic, contextual and experiential aspects.