Política de formación inicial de educación de la primera infancia en Angola: retos de la armonización curricular
DOI:
https://doi.org/10.14393/REPOD-v13n2a2024-75578Palabras clave:
Educación preescolar, Educador de la primera infancia, Armonización curricular, Formación inicial del profesorado, Política curricularResumen
Las dinámica sociales, políticas y económicas del mundo moderno plantea nuevos desafíos a los educadores de la primera infancia, lo que lleva a (re)pensar procesos, curriculos y prácticas. En el contexto angoleño, el escenario no es diferente, se le notam cambios constantes en el campo de la política de formación de profesores que subyacen a la implementación de nuevas directrices. Por lo tanto, este texto se orienta por la siguiente pregunta: ¿cuáles son los desafíos del plan curricular de la carrera de Educación Infantil propuesto por el grupo de especialistas de la Comisión Nacional de Armonización Curricular? A partir del análisis documental, se pretende reflexionar, desde una perspectiva holística de la formación inicial de los educadores de la primera infancia, el plan identificando sus debilidades y proponiendo los desafíos de los enfoques necesarios para que los profesionales puedan enfrentar los retos actuales del sector. La reflexión ha demostrado que el plan de estudios tiene limitaciones en su enfoque, la falta de concepciones del niño en la guardería, el reduccionismo en el enfoque del «contexto socio-cultural» y «el trabajo con las familias».
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