De acuerdo a un informe de la Unesco, muchas de las denominadas competencias para el siglo XXI, no están desarrolladas en la educación argentina.
La Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (Unesco) plantea dentro de lo que denomina “Educación para la ciudadanía mundial” (ECM), el objetivo de “inculcar a las personas, a lo largo de toda la vida, los valores, las actitudes y los comportamientos que constituyen la base de una ciudadanía mundial responsable”.
Ese compendio incluye 39 conceptos se dividen en cinco categorías: 1) Elementos constitutivos de la ciudadanía, 2) Valores sobre cómo vivir juntos, 3) Globalización y diversidad, 4) Habilidades y 5) Equidad de Género.
El diseño curricular argentino sobresale en la categoría Ciudadanía donde se encuentran elementos como valores de la democracia, derechos, identidad e igualdad, pero casi no se detectan elementos en el capítulo de Habilidades, es decir que no se ven elementos relativos al pensamiento crítico, toma de decisiones y resolución de problemas, creatividad y el manejo de la tecnología.
Para Carlos Henríquez, coodinador general del Laboratorio Latinoamericano de Evaluación de Calidad de la Educación de la Oficina Regional de Unesco, Argentina debería revisar los conceptos ausentes para evaluar cómo conectar los instrumentos curriculares con la Agenda 2030 disponiendo orientaciones y material pedagógico para que maestros y maestras puedan integrar estas temáticas en sus aulas.
Henríquez remarcó que Argentina, al igual que la mayoría de los países de la región, muestran todavía resultados bajos en pruebas de lengua y matemática.
“Sin resolver estas competencias básicas será difícil avanzar hacia las habilidades del siglo XXI. Este es un gran desafío que enfrentan todos los países de nuestra región”, dijo el coordinador de la Unesco.
De acuerdo a los datos del informe, Argentina presenta condiciones similares a la media de los países de Latinoamérica y el Caribe.
El las currículas de los planes argentinos, aparecen diferentes nociones con una presencia mayor a la media regional, pero en el caso del pensamiento crítico, la situación es inversa.
Además, se advierten ausencias en otros valores que figuran en al menos la mitad de los currículas latinoamericanas, como responsabilidad, creatividad, tolerancia y pensamiento reflexivo.
“Llaman la atención algunas ausencias en los documentos analizados, pues no se abordan conceptos del ámbito de habilidades relevantes para el ejercicio de la ciudadanía mundial”, indica el informe.
Fuente: www.infobae.com / unesco
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