La gestión educativa en los Programas No Escolarizados de Educación Inicial (PRONOEI) del ciclo II en áreas rurales de Huánuco desde las valoraciones de los gestores involucrados
Fecha
2020
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Editor
Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación busca comprender de qué manera las características del Modelo de Servicio Educativo No Escolarizado de Educación Inicial se ponen en práctica en la gestión de los PRONOEI del ciclo II de entorno comunitario de áreas rurales de Huánuco, en el marco de las percepciones y valoraciones de los actores involucrados. De manera específica, describe y analiza cómo se presenta o ponen en práctica en la gestión de los PRONOEI cuatro características distintivas de este modelo, de acuerdo a la normatividad vigente: la flexibilidad, la pertinencia, la participación y la integralidad. Esta investigación responde a un paradigma interpretativo que emplea un método fenomenológico, y un enfoque cualitativo, de tipo descriptivo y comprensivo. Se seleccionó una muestra intencionada de 3 casos de PRONOEI de Ciclo II –Entorno Comunitario con sus respectivas promotoras educativas comunitarias, profesora coordinadora y especialista de educación inicial de UGEL, a quienes se aplicó entrevistas semi estructuradas. Los resultados muestran que estas 4 características del modelo se ponen en práctica o hacen presentes en la gestión de los PRONOEI analizados, pero con diferentes niveles de presencia, destacando la participación y pertinencia, y teniendo menor presencia o dificultad para poner en práctica a la flexibilidad e integralidad.
This research seeks to understand how the characteristics of the Non formal Preschool Service Model, are expressed in the management of the Cycle II PRONOEI of the community environment in rural areas of Huánuco, within the framework of the perceptions and assessments of the actors involved. Specifically, it describes and analyzes how four distinctive characteristics of this model are presented or expressed in the management of the PRONOEI, according to current regulations: flexibility, relevance, participation and comprehensiveness. This research responds to an interpretive paradigm that uses a phenomenological method, and a qualitative, descriptive and comprehensive approach. An intentional sample of 3 cases of PRONOEI of Cycle II -Community Environment, was selected with their respective community educational promoters, coordinating teacher and preschool education specialist from UGEL, to whom semi-structured interviews were applied. The results show that these 4characteristics of the model are put into practice or are present in the management of the PRONOEI analyzed, but with different levels of presence, highlighting the participation and relevance, and having less presence or difficulty in putting flexibility into practice and comprehensiveness.
This research seeks to understand how the characteristics of the Non formal Preschool Service Model, are expressed in the management of the Cycle II PRONOEI of the community environment in rural areas of Huánuco, within the framework of the perceptions and assessments of the actors involved. Specifically, it describes and analyzes how four distinctive characteristics of this model are presented or expressed in the management of the PRONOEI, according to current regulations: flexibility, relevance, participation and comprehensiveness. This research responds to an interpretive paradigm that uses a phenomenological method, and a qualitative, descriptive and comprehensive approach. An intentional sample of 3 cases of PRONOEI of Cycle II -Community Environment, was selected with their respective community educational promoters, coordinating teacher and preschool education specialist from UGEL, to whom semi-structured interviews were applied. The results show that these 4characteristics of the model are put into practice or are present in the management of the PRONOEI analyzed, but with different levels of presence, highlighting the participation and relevance, and having less presence or difficulty in putting flexibility into practice and comprehensiveness.
Descripción
Palabras clave
Gestión educacional, Educación inicial, Programas no Escolarizados de Educación Inicial (Lima), Huánuco (Perú : Departamento), Educación
Citación
Terrones, D.C. (2020). La gestión educativa en los Programas No Escolarizados de Educación Inicial (PRONOEI) del ciclo II de entorno comunitario de áreas rurales de Huánuco, desde las valoraciones de los gestores involucrados [Tesis de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. https://hdl.handle.net/20.500.12833/2262