The article aims to describe the socio-emotional competencies that are outlined in managers, framed from a positive leadership approach, which is a perspective oriented towards continuous learning and that directly influences the balance of relationships between members of the community educational. Managers who resolve situations in which the emotional states of both teachers, students and parents are involved, have a favorable impact, influencing the improvement of the organizational climate, increasing the quality of relationships between members of the educational institution. The thematic development of the article begins with the conceptual approaches on socio-emotional competencies and organizational climate. Then, two proposals for the organization of the manager's socio-emotional competencies are presented; the first takes as a starting point the Framework for Good Executive Per...

El artículo se propone describir las competencias socioemocionales que se perfilan en los directivos, enmarcadas desde un enfoque del liderazgo positivo, que es una perspectiva orientada hacia el aprendizaje continuo y que influye de manera directa en el equilibrio de las relaciones entre los miembros de la comunidad educativa. Los directivos que resuelven situaciones en las cuales se involucran los estados emocionales tanto de docentes, estudiantes y padres de familia, impactan de manera favorable, influyendo en la mejora del clima organizacional, aumentando la calidad de las relaciones entre los miembros de la institución educativa. El desarrollo temático del artículo se inicia con las aproximaciones conceptuales sobre competencias socioemocionales y clima organizacional. Luego, se presentan dos propuestas de organización de las competencias socioemocionales del directivo; la p...

This article proposes to develop a reflection about the type of rationality presents in the implementation of the school curriculum, and in its relationships with beliefs and pedagogical practice of the teacher. Let us consider that the dominant rationality in the curriculum is associated with technical interest that gives priority to the achievement of a product in relation to pre-established objectives, which are the learning standards. Furthermore, in the pedagogical practices underlie lag of beliefs related to the compliance of regulations reinforcing the idea that the curriculum should be developed in a rigid way, minimizing the practices of curricular construction from the experience of the teacher. Finally, the high prescriptive level established from its guidelines for its implementation presents a series of elements that constitute it as a prescription rather than as a relevant ...

This article proposes to develop a reflection about the type of rationality presents in the implementation of the school curriculum, and in its relationships with beliefs and pedagogical practice of the teacher. Let us consider that the dominant rationality in the curriculum is associated with technical interest that gives priority to the achievement of a product in relation to pre-established objectives, which are the learning standards. Furthermore, in the pedagogical practices underlie lag of beliefs related to the compliance of regulations reinforcing the idea that the curriculum should be developed in a rigid way, minimizing the practices of curricular construction from the experience of the teacher. Finally, the high prescriptive level established from its guidelines for its implementation presents a series of elements that constitute it as a prescription rather than as a relevant ...

La investigación tuvo como propósito presentar una propuesta de Comunidad Profesional de Aprendizaje (CPA) para mejorar el desempeño docente en una institución educativa de secundaria, del distrito de San Antonio, Huarochirí. Es una investigación que se sitúa en el paradigma socio crítico interpretativo, con un enfoque cualitativo y de tipo aplicada educacional. El investigador recoge información sobre el desempeño docente para analizar e interpretar los datos obtenidos, identificando las categorías emergentes que permitan el modelado de una propuesta de Comunidad Profesional de Aprendizaje. La población y la muestra de estudio estuvo conformada por 15 personas, entre ellos, 13 docentes del nivel secundaria, 1 director y 1 docente experto en CPA. Para la obtención de la información, se aplicaron los siguientes instrumentos: 3 guías de entrevistas semiestructuradas, 1 cuest...