Guía metodológica para la concreción microcurricular del MOSEIB para las Unidades 34 a la 40 en el CECIB Ciudad de Salinas.

Abstract

The results of the research work presented are based on the need to solve the problem identified in terms of how teachers carry out a micro-curricular planning taking into account the demands of the MOSEIB in the educational process of 34 - 40 in the CECIB City of Salinas. Therefore, from the bibliographic sources consulted, the foundations to be assumed were determined based on the recognition of basic categories such as: curriculum, didactics and its relationship, microcurricular planning and methodological strategy, which favored the design of a methodological guide for the microcurricular concretion of the MOSEIB, which constituted the objective of this project, defining this concept for its better understanding. For this, a research design was assumed from an interpretative paradigm and qualitative approach, focusing on a participatory action research methodology from the lesson study, giving continuity to the project developed from the eighth cycle. As a result, the components and their relationships of the methodological guide for the microcurricular concretion were determined, centered on actions to be implemented from methods and procedures that contribute to fulfilling the planned objective according to the orientations established by the interlearning guide of the Ministry of Education, in which the initial diagnosis that leads to the identification of the needs to be resolved has a transcendental significance. In addition, recommendations are provided for their implementation in an environment that favors cooperative and collaborative work among teachers and between teachers and school directors. For the validation of the proposal, the criteria of a specialist was used, which contributed positive criteria and suggestions that contributed to the improvement of the proposal. As a main conclusion, it is evident the need of a systemic and systematic work from spaces of both theoretical and methodological reflection that favors teachers' planning of their integrated learning units.