ECO2: fundamentos curriculares de una propuesta innovadora para educación secundaria basada en el pensamiento complejo y transdisciplinar
Fecha
2021
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Universidad Antonio Ruiz de Montoya
Resumen
Esta investigación plantea una propuesta innovadora de diseño curricular denominada ECO2 (i. e., eco-nomía y eco-logía), que busca desarrollar en estudiantes de secundaria tres de los rasgos centrales del pensamiento complejo y transdisciplinar de Edgar Morin: 1) el pensamiento crítico, 2) la conciencia planetaria y 3) el enfoque sistémico-ecológico de la realidad. Se realizó un estudio cualitativo que explora los conocimientos de los ocho docentes que estarían a cargo de la aplicación de ECO2, para comprobar si sus concepciones se encontraban alineadas con la propuesta y, de esta manera, sustentar su aplicabilidad. Los resultados muestran que los entrevistados reconocieron las características fundamentales de un currículo complejo y transdisciplinario, valoraron positivamente la innovación educativa e identificaron los aprendizajes de alto nivel. Estos hallazgos sugieren que la aplicación del diseño transdisciplinario de ECO2 resultaría viable en un centro educativo innovador con flexibilidad para interrelacionar las asignaturas tradicionales del currículo escolar. La propuesta incorpora problemáticas del entorno inmediato de los estudiantes y las desarrolla desde una mirada económica y ecológica: presenta las formas en que las diferentes culturas satisfacen las necesidades básicas del ser humano —alimentación, vivienda, vestimenta, etc.— y estimula el análisis crítico sobre cómo esta actividad humana impacta el planeta.
This paper presents ECO2 (i. e., Eco-nomy & Eco-logy), a secondary-level curriculum program with an innovative design, comprising three of the core characteristics developed in Edgar Morin’s Complex Thinking and Transdisciplinary Approach: 1) critical thinking, 2) global awareness, and 3) a systemic-ecological approach to reality. A qualitative study was conducted on the eight teachers who would potentially be in charge of applying the ECO2 proposal. The interviews aimed to explore teachers’ knowledge on topics related to Complex Thinking and transdisciplinary practices, so as to verify whether their insights matched the proposal’s core elements, thus supporting its applicability. Results show that teachers acknowledged the main characteristics of a complex and transdisciplinary curriculum; they deemed educational innovation as valuable; and they were able to identify higher-order thinking skills. These findings suggest that the application of ECO2 transdisciplinary design is feasible in the context of an innovative school, open to interrelating traditional curriculum subjects. The proposal covers issues rising from students’ immediate reality and develops them from an economic and ecological perspective: it presents how human basic needs—such as food, clothing, and housing—are met by different cultures; whilst fostering critical analysis on the impact those human activities have on the planet.
This paper presents ECO2 (i. e., Eco-nomy & Eco-logy), a secondary-level curriculum program with an innovative design, comprising three of the core characteristics developed in Edgar Morin’s Complex Thinking and Transdisciplinary Approach: 1) critical thinking, 2) global awareness, and 3) a systemic-ecological approach to reality. A qualitative study was conducted on the eight teachers who would potentially be in charge of applying the ECO2 proposal. The interviews aimed to explore teachers’ knowledge on topics related to Complex Thinking and transdisciplinary practices, so as to verify whether their insights matched the proposal’s core elements, thus supporting its applicability. Results show that teachers acknowledged the main characteristics of a complex and transdisciplinary curriculum; they deemed educational innovation as valuable; and they were able to identify higher-order thinking skills. These findings suggest that the application of ECO2 transdisciplinary design is feasible in the context of an innovative school, open to interrelating traditional curriculum subjects. The proposal covers issues rising from students’ immediate reality and develops them from an economic and ecological perspective: it presents how human basic needs—such as food, clothing, and housing—are met by different cultures; whilst fostering critical analysis on the impact those human activities have on the planet.
Descripción
Palabras clave
Diseño curricular, Innovaciones educativas, Pensamiento complejo, Interdisciplinaridad en la enseñanza, Educación ambiental, Educación básica secundaria, Educación
Citación
Gargurevich, L. (2021). ECO2: fundamentos curriculares de una propuesta innovadora para educación secundaria basada en el pensamiento complejo y transdisciplinar [Tesis de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2354