Sistematización de la experiencia demostrativa de innovación pedagógica en 29 escuelas unidocentes rurales del cantón de Puriscal.
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1997
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IIMEC
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La educación primaria en escuelas unidocentes en Costa Rica, desde su inicio en 1963, ha estado diferenciada de la educación en zonas urbanas, en términos de cobertura, promoción, repitencia, deserción y calidad. Esta situación desventajosa afecta al 40,17% de las escuelas primarias de Costa Rica, al 8,2% de los niños y al 7,10% de los docentes.
Este informe da cuenta de los resultados de la valoración del proyecto solicitada por la UNICEF. Como parte del proceso de sistematización y evaluación, se tomaron en cuenta tres ejes de reflexión: la innovación pedagógica, el impacto social local y la auditoría de derechos en el cantón. El proyecto en cuestión es una propuesta de carácter demostrativo y se formuló para introducir cambios de naturaleza cualitativa en la educación rural unidocente que se tradujeran en un mejoramiento global de la calidad educativa y la eliminación de la brecha educativa entre zonas urbanas y rurales.
Las 29 escuelas unidocentes contempladas en el proyecto son atendidas por un solo maestro que organiza la educación de pequeños grupos de niños que cursan los seis primeros años de la Educación General Básica. La población escolar está constituida por 706 niños de diversa condición socioeconómica y diferentes edades (7-15 años). Las técnicas de recolección de datos incluyen entrevistas semiestructuradas individuales y colectivas, consulta a grupos focales, revisión de documentos, talleres y análisis de relatos escritos y orales, pues la investigación es de naturaleza cualitativa. El proyecto se empezó a ejecutar en 1995, partiendo de los lineamientos y alcances de la Escuela Nueva (transformación de la escuela unidocente, a través de una estrategia que involucra diversos componentes: el docente, el estudiante, la familia, la comunidad, la administración, y se centra en el aprendizaje del niño, promoviendo el desarrollo de su autonomía, de valores sociales, el intelecto y la socialización) y con las experiencias de Chile, Colombia y Perú, y su aporte se materializaría en la introducción de un modelo de innovación metodológica para la escuela rural. Las poblaciones escolares del proyecto sobresalen por su nivel deficitario de socialización. El grado de vinculación de las escuelas con la comunidad varía mucho, pero, en general, cuanto más dispersa es la comunidad y menos tiempo tiene el docente en la escuela, menor tiende a ser el apoyo comunal. Asimismo, cuanto más se asciende en la escolaridad, disminuye la matrícula. Los niños de comunidades dispersas deben desplazarse y recorrer largas distancias para llegar a la escuela, su nivel de dominio de la lecto-escritura es bajo y el tiempo dedicado al estudio es poco. En cuanto a los logros del proyecto, se cuentan el nacimiento de actitudes positivas en los docentes y el aumento de liderazgo, el protagonismo alcanzado por los gobiernos estudiantiles, la puesta en práctica de los rincones para el aprendizaje y la biblioteca escolar.
Entre las limitaciones se encuentran la débil vinculación de las acciones con la comunidad y los desacuerdos en cuanto al horario de los maestros.
ABSTRACT: Primary education in one-teacher schools in Costa Rica, since it began in 1963, has been differentiated from education in urban areas, in terms of coverage, promotion, repetition, dropout and quality. This disadvantageous situation affects 40.17% of primary schools in Costa Rica, 8.2% of children and 7.10% of teachers. This report reports the results of the project evaluation requested by UNICEF. As part of the systematization and evaluation process, three axes of reflection were taken into account: pedagogical innovation, local social impact and auditing of rights in the canton. The project in question is a demonstration proposal and was formulated to introduce qualitative changes in single-teacher rural education that would translate into an overall improvement in educational quality and the elimination of the educational gap between urban and rural areas. The 29 one-teacher schools included in the project are served by a single teacher who organizes the education of small groups of children who are studying the first six years of Basic General Education. The school population is made up of 706 children of diverse socioeconomic status and different ages (7-15 years) Data collection techniques include individual and collective semi-structured interviews, consultation with focus groups, document reviews, workshops, and analysis of written and oral accounts, as the research is qualitative in nature. The project began to be executed in 1995, based on the guidelines and scope of the New School (transformation of the one-teacher school, through a strategy that involves various components: the teacher, the student, the family, the community, the administration , and focuses on children's learning, promoting the development of their autonomy, social values, intellect and socialization) and with the experiences of Chile, Colombia and Peru, and their contribution would materialize in the introduction of a model of methodological innovation for rural schools. The school populations of the project stand out for their deficit level of socialization. The degree to which schools are linked to the community varies greatly, but in general, the more dispersed the community is and the less time the teacher has in the school, the less community support tends to be. Likewise, the more one goes up in school, the enrollment decreases. Children in dispersed communities must travel and travel long distances to reach school, their level of literacy is low, and the time devoted to study is low. Regarding the achievements of the project, the birth of positive attitudes among teachers and the increase in leadership, the leading role achieved by student governments, the implementation of corners for learning and the school library are included. Limitations include weak linkage of actions with the community and disagreements regarding teacher hours.
ABSTRACT: Primary education in one-teacher schools in Costa Rica, since it began in 1963, has been differentiated from education in urban areas, in terms of coverage, promotion, repetition, dropout and quality. This disadvantageous situation affects 40.17% of primary schools in Costa Rica, 8.2% of children and 7.10% of teachers. This report reports the results of the project evaluation requested by UNICEF. As part of the systematization and evaluation process, three axes of reflection were taken into account: pedagogical innovation, local social impact and auditing of rights in the canton. The project in question is a demonstration proposal and was formulated to introduce qualitative changes in single-teacher rural education that would translate into an overall improvement in educational quality and the elimination of the educational gap between urban and rural areas. The 29 one-teacher schools included in the project are served by a single teacher who organizes the education of small groups of children who are studying the first six years of Basic General Education. The school population is made up of 706 children of diverse socioeconomic status and different ages (7-15 years) Data collection techniques include individual and collective semi-structured interviews, consultation with focus groups, document reviews, workshops, and analysis of written and oral accounts, as the research is qualitative in nature. The project began to be executed in 1995, based on the guidelines and scope of the New School (transformation of the one-teacher school, through a strategy that involves various components: the teacher, the student, the family, the community, the administration , and focuses on children's learning, promoting the development of their autonomy, social values, intellect and socialization) and with the experiences of Chile, Colombia and Peru, and their contribution would materialize in the introduction of a model of methodological innovation for rural schools. The school populations of the project stand out for their deficit level of socialization. The degree to which schools are linked to the community varies greatly, but in general, the more dispersed the community is and the less time the teacher has in the school, the less community support tends to be. Likewise, the more one goes up in school, the enrollment decreases. Children in dispersed communities must travel and travel long distances to reach school, their level of literacy is low, and the time devoted to study is low. Regarding the achievements of the project, the birth of positive attitudes among teachers and the increase in leadership, the leading role achieved by student governments, the implementation of corners for learning and the school library are included. Limitations include weak linkage of actions with the community and disagreements regarding teacher hours.
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UNICEF, INNOVACIONES PEDAGÓGICAS, PROYECTOS DE EDUCACIÓN, ESCUELAS RURALES, CENTROS UNIDOCENTES, INFORMES, UNICEF, PEDAGOGICAL INNOVATIONS, EDUCATION PROJECTS, RURAL SCHOOLS, UNIDOSCENT CENTERS, REPORTS