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Hernandez Santamaria Globalization

May 10, 2015 in News Tags:

Educare-Educere. OBJECTIVES POWERS VS. Gabriel Hernandez Santamaria Globalization substantive governed by three axes: a) the laws of the market, b) the so-called knowledge society and c) knowledge as part of the factors of production, put on the table for discussion which should be the end product or goal of educational evaluation: objectives and educational competencies. The question is not one of semantics or synonyms, reflecting a different conception of education. The goals represent a change in behavior, a mastery of curriculum content to assume a new behavior. Educational competencies, however, are based on the achievement of an attitude for life in a learning for life, to solve the problems of everyday life or academic.

The pressure of the country's educational authorities to impose the teachers a competency-based education has confused, since it was formed in the ideological context of behaviorism. They taught him during his training as a teacher, serve the educational objectives for the student to achieve, through educational activity, learning, knowledge available to the program or curriculum, and training of skills, attitudes and values. The confusion arises because the teacher is faced with a new educational paradigm where what matters is not behavior change but an attitude of learning to learn, learning to be and learn to make demands of a teaching practice very different from its vocational training. The confusion also includes the educational system of basic education by the contradictory attitude of education authorities, which on one hand presents the official curriculum of basic education mostly primary and secondary based on objectives, while also being requested to teaching faculty who can work in the context of educational competencies. The confusion goes to the excess, if the assessment of student achievement in schools is done with an instrument (LINK) structured under the behaviorism began busaca ideological behavior change is not the student's ability to resolve problems with knowledge acquired at school and grade concerned.

Faced with this sea of contradictions, it is not uncommon that criticism of the teachers are increasing, questioning their role as promoters of education of good quality and even disqualifying them as elements of the educational process. The solution of the problem is not only in choosing between objectives or competencies, but in planning the development of national education, educational policies that promote the education system to enter in a comprehensive and equitable to the new culture of learning society required by the globalization of our Here and Now. And that teacher education and teacher preparation are not dependent on government propaganda, interested in political advantage of the educational system, as has happened in the last forty years. While this continues to happen, not at all unusual to continue to watch every change of government

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