Bibliographic citations
Vásquez, R., (2018). Gestión curricular para fortalecer la capacidad en el uso del material didáctico en el área de ciencia y tecnología de los docentes del nivel Primaria de la Institución Educativa Pública N°31013 “Pedro Sánchez Gavidia” de Huánuco - 2018 [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/2471
Vásquez, R., Gestión curricular para fortalecer la capacidad en el uso del material didáctico en el área de ciencia y tecnología de los docentes del nivel Primaria de la Institución Educativa Pública N°31013 “Pedro Sánchez Gavidia” de Huánuco - 2018 [Tesis de segunda especialidad]. : Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/2471
@misc{renati/802121,
title = "Gestión curricular para fortalecer la capacidad en el uso del material didáctico en el área de ciencia y tecnología de los docentes del nivel Primaria de la Institución Educativa Pública N°31013 “Pedro Sánchez Gavidia” de Huánuco - 2018",
author = "Vásquez Pazos, Rosa Luz",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
The present academic work design a model of curricular management to strengthen capacities of the teachers of the Educational Institution No. 32013 "Pedro Sánchez Gavidia”, from the city of Huánuco. According to the type of research, the present academic work is of an applied type purposeful, since, as explained by Sánchez and Reyes (2002, p. 18) "It seeks to know to do, to act, to build, to modify", which allows the teacher arouse the curiosity of the students. The in-depth interview was designed and applied to a sample of 18 teachers; with the purpose of identifying their perception of the use of educational material and resources technological, and the didactic processes, in which it is observed that for the personnel teacher is not relevant to the aforementioned, so it is concluded that according to a (Calderón and Piñeiro, 2003) cited by Arias, 2011, there are two relationships of type emotion that teachers present to Technologies, the first is techno phobia, which consists of the teacher rejecting the use of technology, this for not have been part of it in its childhood, and for some reason now it is part of its his life and work. Teachers with these emotional relationships should update and become familiar with technology, which is what this plan proposes of action, to be able to align with the students who are up to date with the same and they are called the cybernetic generation. Among the most outstanding conclusions we will carry out Workshops, Circles of interlearning and CPA. And the continuous monitoring and accompaniment and evaluation of teachers, which will improve their teaching practice through leadership. distributive and collaborative work.
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