The purpose of the research was to obtain a better understanding of the processes of school self-evaluation. To this end, an attempt was made to understand the experiences and perceptions of the main actors involved in an institutional self-evaluation process in which the possibility of a participative construction of the school model was offered, as well as the indicators and evaluation instruments of the same. This self-assessment process lasted two years and involved 30 schools of different educational levels and had the presence of a facilitator and an economic incentive from the regional government. The information was gathered from a survey and documentary review. The results of the study showed that people are open to collaborate and be part of self-evaluation processes. Furthermore, the figure of external support for the development of capacities is necessary. It was also discove...

An important duty of educators and policy makers is to close that gap between what is known and what is done. This text seeks to be a contribution of this task. Literary dialogic discussions are proposed as an effective strategy to ensure participation and interaction between students for better learning  

In an episode of the series "Charlie Brown", the protagonist bet his friends that he would teach him to speak to Snoopy, his dog. After a week, they approached and claimed the bet arguing that the pet had failed to speak. Charlie's response was quite assertive and clear: "I didn't say I was going to learn to speak. I only bet that I was going to teach him to speak, and that's what I did." This story depicts the education dilemma of the twentieth century. We have generated a system, an infrastructure and a scaffolding that guarantees teaching, but not learning. It is no secret to anyone that when we have completed the curricular program, or believed to comply, more and more students do not achieve what is expected. As Dufour, Eaker and Karhanek say in the twentieth century the constant has been the time and support that the educational system offered to each student and in the twenty-firs...

This research seeks to identify the relationship between the disposition to learn and democratic coexistence in students  of schools that implement "Comunidades de Aprendizaje".  It also investigates whether there are significant differences for these same variables in independent samples that consider demographic factors. It is a quantitative research, with  non-experimental, correlational descriptive design.   A total of 9 944 students answered this censal survey, participating all students, from third grade of primary to fifth grade of high school engaged in literary circles in any of the 43 schools of the project located in Lima, Callao, Piura, Cusco, Apurímac, Huancavelica and Puno, both in urban and rural areas. The applied instrument was specifically designed for this research and serves as a baseline for the schools that implement the project. The descri...

El presente artículo es un esfuerzo de sistematización y análisis de las teorías de la acción utilizadas en el proyecto Comunidades de Aprendizaje entre los años 2015-2018 en el Perú. Así mismo, se realiza un análisis del proceso de escalonamiento en torno a cuatro categorías: profundidad, sostenibilidad, difusión y empoderamiento. Los resultados muestran que existe un mayor empoderamiento y difusión cuando se utiliza un enfoque de movimiento social, así mismo un enfoque de trabajo en redes fortaleciendo el trabajo de los directores y entre directores, según las zonas geográficas en las que se encuentran adscritos.  El artículo concluye que se han realizado avances en estas cuatro categorías, sin embargo el cambio educativo es altamente incierto y es un proceso lento; asimismo, el ejercicio de explicitación y revisión continua de la teoría de la acción ha sido Ã...

An important duty of educators and policy makers is to close that gap between what is known and what is done. This text seeks to be a contribution of this task. Literary dialogic discussions are proposed as an effective strategy to ensure participation and interaction between students for better learning  

This research seeks to identify the relationship between the disposition to learn and democratic coexistence in students  of schools that implement "Comunidades de Aprendizaje".  It also investigates whether there are significant differences for these same variables in independent samples that consider demographic factors. It is a quantitative research, with  non-experimental, correlational descriptive design.   A total of 9 944 students answered this censal survey, participating all students, from third grade of primary to fifth grade of high school engaged in literary circles in any of the 43 schools of the project located in Lima, Callao, Piura, Cusco, Apurímac, Huancavelica and Puno, both in urban and rural areas. The applied instrument was specifically designed for this research and serves as a baseline for the schools that implement the project. The descri...

The purpose of the research was to obtain a better understanding of the processes of school self-evaluation. To this end, an attempt was made to understand the experiences and perceptions of the main actors involved in an institutional self-evaluation process in which the possibility of a participative construction of the school model was offered, as well as the indicators and evaluation instruments of the same. This self-assessment process lasted two years and involved 30 schools of different educational levels and had the presence of a facilitator and an economic incentive from the regional government. The information was gathered from a survey and documentary review. The results of the study showed that people are open to collaborate and be part of self-evaluation processes. Furthermore, the figure of external support for the development of capacities is necessary. It was also discove...

El presente artículo es un esfuerzo de sistematización y análisis de las teorías de la acción utilizadas en el proyecto Comunidades de Aprendizaje entre los años 2015-2018 en el Perú. Así mismo, se realiza un análisis del proceso de escalonamiento en torno a cuatro categorías: profundidad, sostenibilidad, difusión y empoderamiento. Los resultados muestran que existe un mayor empoderamiento y difusión cuando se utiliza un enfoque de movimiento social, así mismo un enfoque de trabajo en redes fortaleciendo el trabajo de los directores y entre directores, según las zonas geográficas en las que se encuentran adscritos.  El artículo concluye que se han realizado avances en estas cuatro categorías, sin embargo el cambio educativo es altamente incierto y es un proceso lento; asimismo, el ejercicio de explicitación y revisión continua de la teoría de la acción ha sido Ã...

In an episode of the series "Charlie Brown", the protagonist bet his friends that he would teach him to speak to Snoopy, his dog. After a week, they approached and claimed the bet arguing that the pet had failed to speak. Charlie's response was quite assertive and clear: "I didn't say I was going to learn to speak. I only bet that I was going to teach him to speak, and that's what I did." This story depicts the education dilemma of the twentieth century. We have generated a system, an infrastructure and a scaffolding that guarantees teaching, but not learning. It is no secret to anyone that when we have completed the curricular program, or believed to comply, more and more students do not achieve what is expected. As Dufour, Eaker and Karhanek say in the twentieth century the constant has been the time and support that the educational system offered to each student and in the twenty-firs...

Es este un libro fresco e innovador, con un nuevo enfoque para la realización de cambios en educación centrados en el aprendizaje de los estudiantes.

El presente artículo propone una definición de liderazgo pedagógico. Así mismo, presenta un análisis crítico del enfoque por competencias y del enfoque por prácticas aplicados a dicho concepto, con un especial énfasis en las bondades del segundo. Se presenta el Ontario Leadership Framework 2012 (Marco de liderazgo de Ontario) como un referente útil para el debate sobre políticas y como insumo para el diseño de planes de formación de directivos escolares.