A Framework for the Guidance of Learning for Compulsory Education in Argentina
CFE No. 330/17 resolution approves two documents:"Framework for the Guidance of Learning for Compul-sory Education in Argentina" (MOA) and "Criteria for the elaboration of the Strategic Jurisdictional Plans at the Secondary Level". It also agrees deadlines and concrete work initi...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2018
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/20321 |
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I10-R316-article-203212024-03-05T17:02:49Z A Framework for the Guidance of Learning for Compulsory Education in Argentina Marco de orientación de los aprendizajes para la educación obligatoria argentina Hanza, Silvina 2030 education Framework for guidance of learning for compulsory education in Argentina (MOA) Integrated learning modules (MAI) Core priority learning (NAP) Physics Educación 2030 Marco de orientación de los aprendizajes para la educación obligatoria argen-tina (MOA) Módulos de aprendizaje integrado (MAI) Núcleos de aprendizajes prioritarios (NAP) Física CFE No. 330/17 resolution approves two documents:"Framework for the Guidance of Learning for Compul-sory Education in Argentina" (MOA) and "Criteria for the elaboration of the Strategic Jurisdictional Plans at the Secondary Level". It also agrees deadlines and concrete work initiatives for the Jurisdictions. From the pedagogical point of view, it proposes to add instances of interdisciplinary learning, provides a new meaning for the Priority Core Learning (NAP) as priority knowledge, as well as complementing it with emerging knowledge and capability development promotion. Given the complex nature of the educational system, it proposes doing the approach from several dimensions in a simultaneous and integrated manner. This analysis intends to link these instances with new opportunities in the Teaching of Physics. La resolución del Consejo Federal de Educación N° 330/17 aprueba dos documentos: el llamado “Marco de orientación de los aprendizajes para la educación obligatoria argentina” (MOA) y otro denominado “Criterios para la elaboración de los planes estratégicos jurisdiccionales del nivel secundario”. Asimismo acuerda plazos y acciones concretas de trabajo para las jurisdicciones. Desde el punto de vista pedagógico, propone incorporar instancias de aprendizaje interdisciplinario, resignifica los núcleos de aprendizajes prioritarios(NAP) como saberes prioritarios, los complementa con saberes emergentes y promueve el desarrollo de capacidades. Dado el carácter complejo del sistema educativo, acuerda realizar el abordaje desde varias dimensiones en forma simultánea e integrada. Este artículo se propone dar cuenta del modo en que estas instancias promueven nuevas oportunidades para la enseñanza de la física. Asociación de Profesores de Física de la Argentina 2018-06-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/20321 10.55767/2451.6007.v30.n1.20321 Journal of Physics Teaching; Vol. 30 No. 1 (2018): January - June; 83-89 Revista de Enseñanza de la Física; Vol. 30 Núm. 1 (2018): Enero - Junio; 83-89 Revista de Enseñanza de la Física; v. 30 n. 1 (2018): Janeiro - Junho; 83-89 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/20321/19964 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/20321/21328 Derechos de autor 2018 Silvina Hanza http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
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R-316 |
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Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
2030 education Framework for guidance of learning for compulsory education in Argentina (MOA) Integrated learning modules (MAI) Core priority learning (NAP) Physics Educación 2030 Marco de orientación de los aprendizajes para la educación obligatoria argen-tina (MOA) Módulos de aprendizaje integrado (MAI) Núcleos de aprendizajes prioritarios (NAP) Física |
| spellingShingle |
2030 education Framework for guidance of learning for compulsory education in Argentina (MOA) Integrated learning modules (MAI) Core priority learning (NAP) Physics Educación 2030 Marco de orientación de los aprendizajes para la educación obligatoria argen-tina (MOA) Módulos de aprendizaje integrado (MAI) Núcleos de aprendizajes prioritarios (NAP) Física Hanza, Silvina A Framework for the Guidance of Learning for Compulsory Education in Argentina |
| topic_facet |
2030 education Framework for guidance of learning for compulsory education in Argentina (MOA) Integrated learning modules (MAI) Core priority learning (NAP) Physics Educación 2030 Marco de orientación de los aprendizajes para la educación obligatoria argen-tina (MOA) Módulos de aprendizaje integrado (MAI) Núcleos de aprendizajes prioritarios (NAP) Física |
| author |
Hanza, Silvina |
| author_facet |
Hanza, Silvina |
| author_sort |
Hanza, Silvina |
| title |
A Framework for the Guidance of Learning for Compulsory Education in Argentina |
| title_short |
A Framework for the Guidance of Learning for Compulsory Education in Argentina |
| title_full |
A Framework for the Guidance of Learning for Compulsory Education in Argentina |
| title_fullStr |
A Framework for the Guidance of Learning for Compulsory Education in Argentina |
| title_full_unstemmed |
A Framework for the Guidance of Learning for Compulsory Education in Argentina |
| title_sort |
framework for the guidance of learning for compulsory education in argentina |
| description |
CFE No. 330/17 resolution approves two documents:"Framework for the Guidance of Learning for Compul-sory Education in Argentina" (MOA) and "Criteria for the elaboration of the Strategic Jurisdictional Plans at the Secondary Level". It also agrees deadlines and concrete work initiatives for the Jurisdictions. From the pedagogical point of view, it proposes to add instances of interdisciplinary learning, provides a new meaning for the Priority Core Learning (NAP) as priority knowledge, as well as complementing it with emerging knowledge and capability development promotion. Given the complex nature of the educational system, it proposes doing the approach from several dimensions in a simultaneous and integrated manner. This analysis intends to link these instances with new opportunities in the Teaching of Physics. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2018 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/20321 |
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2024-09-03T20:39:03Z |
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2024-09-03T20:39:03Z |
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