Cuando se trata de desigualdad social y marginalidad, habitualmente hacemos alusión al chiste irónico arriba colocado, no obstante y aunque suene a chiste, es lo que se persigue en el fondo, en un afán por lograr una igualdad inexistente entre individualidades. En ese sentido cabe cuestionar, en qué medida la llamada desigualdad social o la marginalidad pueden existir, ya que al estar inmersos bajo un imperativo de consumo, bajo el cual nada escapa a la esfera de lo económico y a la idea de “desarrollo” –aunque este también sea un término sospechoso, ya que su definición depende de los tiempos y del lugar en que se vive – que se maneja en esta parte del mundo, se puede afirmar que nada escapa a la impronta capitalista, por lo que se transforma en medida de todas las cosas socialmente aceptadas, incluso consideradas “normales”, si es que a...

El objetivo de la investigación es demostrar que el Currículo basado en Conceptos puede ser usado para mejorar la calidad de la educación básica regular peruana, a través de la propuesta de un modelo educativo. El estudio es de tipo cualitativo, para el cual se usó revisión bibliográfica actualizada bilingüe, entrevista a dos expertos en educación, una extranjera Patricia Villegas (EE.UU) y uno nacional León Trahtemberg. Asimismo se hizo uso de la técnica del focus group, la que fue aplicada a dos grupos de profesores de distintos colegios y ubicación geográfica, doce en total y dos grupos de alumnos de distintos colegios y ubicación geográfica, doce en total. Un grupo de seis alumnos y otro de seis profesores de la IE10116 “Señor Nazareno Cautivo”, Punto Nueve, Lambayeque y un grupo de seis alumnos y otro de seis profesores de la Institución Educativa Lima Villa Co...

To see the student as a unique being in every way, in any of its dimensions, is elementary to achieve learning, although today it is set up as a very difficult task taking into account the peculiarity of our current world and our country; But beyond the inherent difficulties of educating, that is the work of the teacher, who must see and help each of his students to discover the world of potentialities that has, always, beyond a label or a health or social condition. To learn to see the diversity of the group and accept the peculiarity of each student, will only be possible through a personal change, and by following a few steps that will help to see the only thing the student: observe and pre-deal, investigate, experience and build.

From a very young age children are introduced to the world of education, whether for whatever reason, the student before the age of twenty spent most of his or her life in anintentionally built environment for learning. From the above, we can deduce that the enormous influence that the school (institution, curriculum, peers, teachers and even other parents) has on the student and his or her way of perceiving the world, whether as an exclusive world, which he or she has to enter, or as a world that respects diversity. In this sense, success is no longer banal if it does not respond to what society asks for as truth, but is a possibility to build from its peculiarity, respecting the principle of being unique in every sense, hence it is not possible to standardize how one learns. Educating in diversity is an ethical act. 

To see the student as a unique being in every way, in any of its dimensions, is elementary to achieve learning, although today it is set up as a very difficult task taking into account the peculiarity of our current world and our country; But beyond the inherent difficulties of educating, that is the work of the teacher, who must see and help each of his students to discover the world of potentialities that has, always, beyond a label or a health or social condition. To learn to see the diversity of the group and accept the peculiarity of each student, will only be possible through a personal change, and by following a few steps that will help to see the only thing the student: observe and pre-deal, investigate, experience and build.

From a very young age children are introduced to the world of education, whether for whatever reason, the student before the age of twenty spent most of his or her life in anintentionally built environment for learning. From the above, we can deduce that the enormous influence that the school (institution, curriculum, peers, teachers and even other parents) has on the student and his or her way of perceiving the world, whether as an exclusive world, which he or she has to enter, or as a world that respects diversity. In this sense, success is no longer banal if it does not respond to what society asks for as truth, but is a possibility to build from its peculiarity, respecting the principle of being unique in every sense, hence it is not possible to standardize how one learns. Educating in diversity is an ethical act. 

Cuando se trata de desigualdad social y marginalidad, habitualmente hacemos alusión al chiste irónico arriba colocado, no obstante y aunque suene a chiste, es lo que se persigue en el fondo, en un afán por lograr una igualdad inexistente entre individualidades. En ese sentido cabe cuestionar, en qué medida la llamada desigualdad social o la marginalidad pueden existir, ya que al estar inmersos bajo un imperativo de consumo, bajo el cual nada escapa a la esfera de lo económico y a la idea de “desarrollo” –aunque este también sea un término sospechoso, ya que su definición depende de los tiempos y del lugar en que se vive – que se maneja en esta parte del mundo, se puede afirmar que nada escapa a la impronta capitalista, por lo que se transforma en medida de todas las cosas socialmente aceptadas, incluso consideradas “normales”, si es que a...