Educational change and curricular articulation a look at the educational dynamics of Gimnasio Vermont de Bogotá
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Abstract
The purpose of this article is to understand the educational dynamics that occur in an educational institution in Bogota as a result of an exercise of educational change in the implementation of Professional Learning Communities (PLC) and curricular articulation that was developed in elementary and middle school education. Based on a content analysis methodology, the pedagogical processes carried out in a school year at Gimnasio Vermont were systematized, based on Harder's theory to determine the status of the curricular articulation processes and the didactic exercises proposed from a planning of concepts, skills, contents and attitudes as a discussion. It is concluded that there are important elements to take into account when carrying out educational change processes exploring the opportunity of curricular articulation that the PLC proposal entails in dialogue with the educational realities.
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