Concepciones curriculares: una mirada de los docentes de básica primaria en relación con los procesos de enseñanza, aprendizaje y evaluación

Abstract

The present research seeks to interpret the curricular conceptions that the teachers of the Centro Educativo El Llano in relation to the teaching, learning and evaluation processes that they carry out with the students. From a methodological perspective, the research study was developed under the qualitative, hermeneutic approach that defined the categories that responded to the objectives set. From these, the semi-structured interview was designed, the discussion group and the learning guides were organized and applied to 7 primary school teachers, whose responses were reviewed and analyzed with the help of Atlas TI software version 9. Procedure that led to the triangulation of the categories of analysis before the answers obtained from the participants and the position of the researchers. Among the main results, it is emphasized that there is no single way of conceiving the curricular conceptions on the part of teachers. This means, meanings are shown on a more traditional and technical level, and others point to an interactive, reflective and integral reality, which responds to the new situations, demands and demands of the formative processes. Besides, the teaching process is focused toward a planning perspective of the learning process, it can be inferred that teachers emphasize the importance to forecasting the activities, resources, and strategies they would use in the classroom with their students; and finally, the evaluation process gained two views, one pre-pandemic and the other pandemic, where it was quantitative and became more qualitative, taking into account attitudes, staging and motivation.