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dc.contributor.advisorPadilla Guzmán, Manuel
dc.contributor.authorDíaz Labajos, María Leyla
dc.contributor.authorVargas Aguilar, Junelly
dc.date.accessioned2016-12-20T09:53:39Z
dc.date.available2016-12-20T09:53:39Z
dc.date.issued12/1/2006
dc.identifier.citationApaes_PE
dc.identifier.otherITEM@11458-943.pdf
dc.identifier.urihttp://hdl.handle.net/11458/1801
dc.description.abstractTeacher training in Peru has gone through a long metamorphic process to be legally institutionalized; a study by the historian Grohmann, J. (1922), tells us that: the process of institutionalized teacher training begins in Peru with the decision of Don Jose de San Martin, taken in 1822, to create the Normal School of Men that it was directed by Diego Thomson within the canons Lancasteriano model. This process was solidified by creating massively different schools both men and women to the creation of different Higher Pedagogical Institutes and Colleges of Education then in some universities. However, since then it has not occurred major program to improve teacher training system that already in the 70s was perceived as very poor and from that context, the policy of the Peruvian State has shown indifferent to teacher training and subsequent investment then pretend to remedy the deficiencies drawn by classroom teachers from their professional training. From this perspective, the Ministry of Education has contributed significantly to the creation of the National Teacher Education and Training (DINFOCAD), by application of Supreme Decree No. 51-95-ED, likewise, it has reinforced the mystification of the curriculum as essential to produce the improvement of education variable. In this regard, studies conducted by the Office of Statistics and Information of the National University of San Marcos tell us that: "how to teach '' and" to teach "must be the fundamental conceptions of teachers in training both Educational as well as faculties of education colleges. This view has guided transcendentally for structuring curricula of teacher education over the past 25 years. the trend towards growth in number of the Higher Pedagogical institutes is very clear taking into that in 1993, 85% of enrollments corresponded to Public Higher Pedagogical Institutes and 15% to the Higher Pedagogical Institutes Private, whereas in 2003 the first had 41% and the latter 59% . the Faculties of Education in 1995 were 38 and in 2004 were 52 of which 27 were private, serving notice that there is a majority of Educational Institutions Colleges of Education inmiscuidas in this training process. Likewise, Piscoya (1996), we stated that: despite efforts to regulate the behavior of the educational system, are observing the presence of new proposals and projects to better control the quality of teacher training offered by institutions responsible by proposals teacher accreditation systems with technical and financial support of international cooperation, based on ongoing experiences contributed from other countries in the region. Accordingly, the General Act No. 28044 of 2003 Education creates the national system of evaluation, accreditation and certification in Articles 14 to 16; however, to date there is no institution that has the explicit power to accredit institutions that provide educational services with the sole exception noted before. Specifically, all that exists today is at least 16 projects of university law and, separately 11 draft accreditation law registered in the Bureau of parts of the National Education Commission of the Congress. Faced with this situation, expectations for postgraduate studies in education are growing and encouraged by the advantages that have a greater number of certifications in a situation where over-supply of teachers with pedagogical titles progressively sharpens the competition for job positions . This is the context that generally seen in teacher training institutions in Peru, a situation that was intended to describe and explain the development of this monograph.en_US
dc.description.abstractLa relación entre la educación y el desarrollo rural ha sido motivo de preocupación para intelectuales, políticos y educadores desde principios del siglo XX. Algunos a favor, y otros en contra, todos coincidían en que la educación de la población rural traería importantes cambios en la sociedad rural. En gran medida, así fue: la gran expansión de la escolaridad pública a partir de las décadas de 1950 y 1960 -en algunas zonas tras la reforma Agraria- cambió de manera radical el perfil educativo de la población rural, sus expectativas ocupacionales, sus intenciones migratorias, y en algunos casos sus patrones de residencia. Claro está, no fue la escuela sola la que operó el cambio: La sociedad peruana cambió en una serie de aspectos que actuaron en conjunto, potenciando o limitando, el efecto de la escolaridad. Ello se debería en gran parte al abandono estatal de la educación pública, esta situación de crisis que la educación rural atraviesa (la formación profesional inicial, contenidos de formación ética, la caracterización de los espacios educativos) en el Departamento de San Martín. Desde esta perspectiva revisamos en dicho informe sobre el concepto de Política para dar una idea más clara sobre la naturaleza y el objeto de la Política Educativa y un análisis más amplio de la misma; también profundizamos sobre los Lineamientos de la Política Educativa que está enmarcado en el Gran Desafío de la Educación Peruana; que es la Educación y el Desarrollo Humano la cual está afectada por la agudización de los niveles de pobreza en las que se encuentra la mayor parte de la población. Y la tan aspirada Educación de Calidad la cual está considerada en la Nueva Ley General de Educación para garantizar acciones que tiendan a compensar las desigualdades existentes. También priorizamos sobre la visión de la Educación Rural la cual está orientada a formar ciudadanos capaces de un desarrollo humano autónomo, gestionar y generar procesos de desarrollo sostenido; y desde este ámbito veremos los compromisos por la Educación Rural y la Política Nacional de la misma y los diferentes problemas que atraviesa la Educación Rural; tanto de infraestructura como por la falta de capacitación, contenidos de formación ética, la caracterización de espacios educativos, no cumpliendo así las expectativas de toda una sociedad (niños(as),jóvenes y adultos).es_PE
dc.description.uriTesises_PE
dc.formatapplication/pdfes_PE
dc.language.isospaes_PE
dc.publisherUniversidad Nacional de San Martínes_PE
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/2.5/pe/*
dc.sourceUniversidad Nacional de San Martínes_PE
dc.sourceRepositorio de tesis - UNSM-Tes_PE
dc.subjectDesarrollo rurales_ES
dc.subjectEducación públicaes_ES
dc.titleLa política educativa en educación rural en San Martines_PE
dc.typeinfo:eu-repo/semantics/bachelorThesisen_US
thesis.degree.levelTítulo Profesionales_PE
thesis.degree.disciplineEducaciónes_PE
thesis.degree.grantorUniversidad Nacional de San Martín.Facultad de Educación y Humanidadeses_PE
thesis.degree.nameLicenciado en Educación Iniciales_PE
thesis.degree.programTítulo Profesionales_PE


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