The state of the art educational reform and not of educational reforms in general, because of a phenomenon focus suffering all, at the time they conceived, planned, implemented and evaluated. While there consensus holistic face the inalienable rights of human beings, as free and unobstructed access to schools, the provision of a service that meets international standards and where possible students to earn achievements on the average expected performance. Optimization of school climate, improving teaching techniques, study skills enrichment to obtain better learning, etc. it is also important to strengthen the mission and vision of the educational project. It is impossible to escape the reality of each country and the connotation that she has over the lives of every citizen. In a country where the expectations are rather valoric, installs and implements educational reform, of course, depending on their culture and interests, the model will focus on the family, community, environment, customs and traditions goodness amount of service for service.
However in another nation where dreams are competitive, technology and entrepreneurship, under the neoliberal model, the implementation of educational reform denote individualism, selectivity, standardization of performance levels, etc. over legitimate interests of the family and community environment. There may be a third country and many more to balance competitiveness and values, dreams and requirements, quality standards and "leseferismo". The precise choice of a reformist paradigm favors defenses and developments which are known in advance and non-assessable within a decade. Despite the determined global consensus in international forums, Dakar, 2000; Jomtien, 1990 Millennium Summit, 2000, etc.); each community emphasizes politicians to convince opponents that what you are doing is best for society nuances.
A well-planned educational reform requires political dignity and phenomenological process that would sustain in time and space the ideas embodied uncertain paths, otherwise the community and political substrata, were confused. If a society accepts the payment of educational services for taxation and not by choice that society somehow approves financial market rules, like "the odd profit health and pension plan and against the interest general population, "the educational service today, in one form or another looming financial, economic borders that for many even respectable citizens is convenient. The mission of educational reform, depending on the cultural, ethnic, geographic umbrella, which is outlined specifically in Latin America, could target better coverage, reducing illiteracy, improve standards of quality, understood as the representation of international service in terms of quality, composure, balance, compensation and amount of information given by the child (family naturally choose the school for the likelihood of emergence of the child). In Europe the family chooses public school in Chile the family prefers private school (if you can afford it), or in the worst case, the alternative education funded by the state. Ultimately, the mission or task in a focused, unbounded, unequivocal educational reform should follow social trends based on the requirements, needs and expectations of the people, preceded by an epistemic, phenomenological and epistemological base. The apparatus of the state's legislative power, including legal, technical accompany the dynamics of reform: finance, logistics sector, mechanisms to balance the educational effort and the secondary basis of the administrative / financial management, etc. The state of the art of the reforms is not the same as the state of the art of a specific reform. The latter denotes profiles and requirements and standards of quality "name".
The state of the art educational reform (rather than sounding educational educational), is one-trimmed beauty in form and substance phenomenal in his background. We refer to a proven reform, evaluated, both in its essence and in force impels tirelessly towards strengthening social fruits, Family. This page reform allows multiple intervention techniques par excellence. A real reform (considering essentially no substantive or philosophical truth), is constructed from a pedagogical wisdom and hermeneutics. Research from the humanistic model according to Plummer (1983), characterizes the realization in the humanistic model, being the point of view of the essentially human study. This model gives importance to the subjective aspects, consider Phenomenological Epistemology, relativistic and tasks are to exercise Interpretation, Understanding, Description and Observation. The state of the art of reform, making up the style Warm, soft, imaginative, of the protagonists of the project (ie project = reform = modify aspects without muddying the essence). Inductive Theory, Concrete, Values, ethical and political commitment
Egalitarianism, etc. Plummer are premises that ultimately make the humanization inevitable theme in the work table, even in nations with high technology. The state of the art of reform do not want to invoke a priori prescriptions or gifts of proven educational efforts, however, have an intention of connectivity between art, grace, flexibility, ubiquity and fruition.
Hermeneutics aestheticism, as Jordi Planella of the Open University of Catalunya (Latin American Journal of Education (ISSN: 1681-5653), says that the possibility that the hermeneutic pedagogy contemplates access to the beauty of the subject (aestheticism) is one of the highlights of this approach we propose.'s aestheticism refers to the experience of the subject in front of an art object. during this experience, the subject is not limited to grasp the object, but goes beyond the objective data to capture its essence. This is to get to grasp the fullness of the meaning of the work that conveys ideas of the lived experience of the subject and allowing you to open horizons always new meaning.'s taste education, training capacity aesthetically poise, learn to make sensible judgments, enhance the imaginative capacity and support the understanding of emotions would form part of the overall learning pedagogy linked to hermeneutics. In this construction, the nature is natural, while the artwork ideal. And that requires great vigilance and action unconcealment that is only possible through the formation of aesthetic consciousness. Through this awareness the artwork will objectual category of experiential category by the subject.
Nothing more is required in the core of a reform that gathering said in the previous paragraph and here to be stealing the film are the teachers, students and families who may feel the taste for beauty and aesthetics is neither in politics nor in economics. The state of the art does not deny opportunities to reform sectors operating in the mediation, the mechanics and operation that lacks any aesthetic, it is rough, monotonous and routine.
Since the state only the middle and supplier of a policy to systematize the goals and objectives of the project, never their controllers may take the leadership role, as true leadership is only allowed in the must be as perfect work and being as long as it is perfectible.
The vision of educational reform is a high phenomenological content and displays a button, some authors present representative of this trend: Pfáinder Alexander (1870-1941), who applied the phenomenological method to the foundation of logic and psychology (Phenomenology of will, Madrid 1931; Logic, Madrid 1932; cte.); Moritz Geiger (1880-1937) and the relationship between phenomenology, geometry and aesthetics; Adol f Reinach (1883-1916); Hans Lipps (1889-1942), who attempted a synthesis between the methods of Husserl and Dilthey; Johannes Hessen (n. 1889), who has worked particularly the philosophy of religion.
If we consider only three or four authors, the road will turn a deep, balanced and sustainable advice. The vision of educational reform is high epistemological content and displays a button epistemologists some of the best: Feyerabend, Paul. And his works "Why not Plato? Tecnos, Madrid, 1993, p.129." Farewell to Reason. "Tecnos, Madrid, 1987, p. 96. op. Cit. P. 138 6 Lakatos, Imre . "methodology of scientific research programs". Alianza, Madrid, 1993, p. Otero 46, Edison.
Vision is defined as an educational reform, essential and existential perspective to a set project, pedagogical, cultural and political, for the good and benefit of the people social context of all and not a few elites. The state of the art educational reforms, in essence primarily promotes strengthening the body's reform and no arms, that is the main engine project was first an epistemic Popper (1953); Lakatos, Kuhn and possibly in the ethnography of Glenn and Bateson (1978). The body of the reform is the essence contained in a theory whose genesis stems from the need for cognitive epistemology as Gestalt (Kuhn, 1981); in the phenomenology of Husserl and Dilthey; Johannes Hessen and epistemology of St. Augustine: On the formation of ideas, according to St. Augustine, would be necessary to distinguish three different cases:
1 Formation of the ideas of the eternal world, ie the pure intelligible, the transcendental, of everything, in short, we have pointed out as an object of memory Dei.
2 Formation of the ideas of the inner world of the soul and their intimate affections.
3 Formation of the ideas of the external world, and sensitive way.
In practice, all these trends referenced reform body, facing the approach of systematic information by grade levels, content, objectives, goals and strategies for both teaching and learning profiles.
The arms of the reform, according to the state of the art, are the springs, huinchas and supports the financial, administrative and bureaucratic, and nothing more than that society can not allow the arms to impersonate the body; yet both are needed and complement.
If you were to ask understood in educational matters as essence and engine of any successful reform; all empirical, financial, logistics and hotel predicaments are not reform. Tedesco (2009: 80) puts it as follows: "The experiences of recent decades have become aware of the complexity and difficulty of change patterns of functioning of education systems. The balance of the reforms of the early nineties indicates that, although allowed to increase coverage and introduce new methods and management tools have failed to significantly modify mind the results of student learning. "In the words of Tedesco (2009); are precisely the patterns of educational performance that confront a historical determination and sociological, anthropological denotation. What we see today is a political and financial spectrum of how educational communities can save the backlogs that complexly loaded slope diminished municipal budget. But the patterns of educational performance are in essence teaching vectors that do not look much on how the reform will be financed but how the engine of her (curricular base, the new master profile, family engagement and student) will be structured. Meanwhile César Coll says "Maybe we should remember one of the clearest findings of the analysis of educational reform processes developed over the last two or three decades in different countries of the region: its limited capacity to transform the reality of the classroom ". (Coll, 2009: 108). Countries with weak infrastructure resolved, should not result in social expectation already. Instead, reform should focus that topic as an accessory. Otherwise the IDB, the World Bank, the OECD and other international organizations have given financial and technical proposals and socio-pedagogical and sociocultural entrepreneurship support of underdeveloped countries. A practical detail is determining a country as underdeveloped as economic investment privileges by the inventiveness socialized in the rules (teachers, students and family).
To help students build frames interconnected and functional meanings of classroom content and give meaning to learning that content is an expert, the proper task of education professionals, which can not be addressed only from common sense, but requires the acquisition of specialist knowledge, exactly as happens in the case of medical professionals, economics or architecture, to name a few examples in which the requirement of expert knowledge is not put in doubt "(Coll, 2009: 109-110).
It is complex and challenging the view that researchers, teachers and other staff as part of educational work is presented. The need for innovation goes hand in hand the difficulty of its realization, because innovation requires certain break with the ideas, conceptions or existing representations that resist being replaced by the new. It involves loss of certainties and requires addressing a context of insecurity, but also creative possibilities in view of building the future of education, improvement of quality (standards in the field of education and the school learning) and educational equity .
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