CURRICULAR PEDAGOGICAL TRANSFORMATION

GAZETTE 41,221 DATED 08/24/2017

The process of curricular transformation for the secondary education level is
inscribed in the principles and precepts of the Constitution of the Bolivarian
Republic of Venezuela (CRBV). The achievements and advances in the
Venezuelan educational system and the consolidation of education under
Bolivarian and Rodriguean principles show this.
The curriculum for the comprehensive training of our adolescents must create
the conditions to generate knowledge and experiences of citizenship under
all the indicated principles. Lyceums and technical schools impregnated
with coexistence and solidarity, with recognition of cultural diversity and
respect for differences under the principle of interculturality.
ALSO, THE ORGANIC LAW OF EDUCATION LOE (2009), IN ITS
ARTICLE 15, ESTABLISHES THE PURPOSES OF EDUCATION:
1. Develop the creative potential of 6. Train in, by and for liberating
each human being. social work.
7. Promote Latin American and
2. Develop a new political culture Caribbean integration.
based on leading participation 8. Develop the capacity for
and the strengthening of Popular abstraction and critical thinking.
Power. 9. Develop an educational process
3. Train citizens from the that raises consciousness to achieve
geohistorical approach. supreme social happiness.
4. Promote respect for the dignity
of people.

5. Promote the formation of a

The ecological awareness Organic Law of Education (LOE) of 2009 opens a world of pedagogical
possibilities,
curricular, community and organizational and, at the same time, challenges us as teachers
to open horizons in the field of pedagogy. In article 6 (section 3, literal d) of the
LOE specifies that the teaching State plans, executes, and coordinates policies and programs:
• Comprehensive sociocognitive development of citizens.
• Articulating learning to be, to know, to do and to live together.
• Harmoniously developing the cognitive, affective, and axiological aspects
and practical.
• Overcoming the fragmentation and atomization of knowledge.
• Overcoming the separation between manual and intellectual activities
 CURRICULAR PEDAGOGICAL
TRANSFORMATION
SOCIAL EXPECTATIONS FROM THE NATIONAL
CONSULTATION FOR EDUCATIONAL QUALITY

The process of the National Consultation for Educational Quality

(2014) revealed a feeling of Venezuelan society that expressed
itself freely and sovereignly about the priorities in the educational
process, incorporating more than 7 million Venezuelan men and
women, including students, teachers , families and other social
groups.
 SOCIAL EXPECTATIONS
1. Guarantee quality education for all. educational supervision.
2. Develop a pedagogy of love, example 10. Reconfigure the organization and
and curiosity. operation of the Ministry of Popular Power for
3. Strengthen the role of teachers as Education.
fundamental actors of educational
quality.
4. Promote a school climate
characterized by coexistence.
5. Guarantee a student protection
system.
6. Achieve a close relationship between
families, school and community.
7. Develop an integrated and updated
national curriculum.
8. Guarantee simple, friendly, safe
educational buildings.
9. Develop an educational quality
evaluation system and strengthen
THE CURRICULAR COMPONENTS
CURRICULUM IS EVERYTHING
As stated in the presentation, the curriculum covers much more than the study plans and programs
of the curricular units. The purposes, concepts and approaches of education, the ways of
understanding and valuing educational practices, materials and resources for learning,
relationships and lived experiences between the different participants in school life are
involved. It is necessary to assume that the contents go beyond the theoretical-practical
references of the disciplines or training areas, and even in the process of curricular
transformation.

Based on these initial approaches and reflections, REFERENCES are proposed

ETHICS, PROCESSES AND ESSENTIAL TOPICS , as well as TRAINING AREAS
that are needed to achieve these themes and experiences.

THE CURRICULAR COMPONENTS

EACH TRAINING AREA IS ORGANIZED INTO LEARNING UNITS
 COMPOSED OF:
• GENERATING THEMES
• THEORETICAL-PRACTICAL REFERENCES
• MOMENTS OF SYSTEMATIZATION,
CONCEPTUALIZATION AND
GENERALIZATION.
BASED ON EDUCATIONAL PURPOSES, ETHICAL REFERENCES AND
ESSENTIAL PROCESSES AND ESSENTIAL TOPICS OR PROBLEMS.
ABOUT ETHICAL REFERENCES AND PROCESSES
ESSENTIAL IT IS NECESSARY TO NOTE THAT
1 They cover all aspects of the life of 4. They have to be the
the institution, they must be integrated object of reflection for all
into the organization and he those who participate in
operation, to the way in which the areas school life.
are worked. 5. They must have a
2 They must be integrated as translation in each area of
permanent dimensions, extended over training, both in form of
time. methodological
3 They must be evaluated in the entire recommendations as well as
school processes and pedagogical content.
practices and not only in the behavior of
the students.

students.
 FOR THE SELECTION OF ETHICAL REFERENCES AND PROCESSES
ESSENTIAL, WE TAKE AS
BASIS THE CONSTITUTIONAL PRINCIPLES
ETHICAL REFERENCES
1. Educate with, by and for everyone
2. Educate in, by and for participatory and leading citizenship
3. Educate in, by and for the love of the Homeland, sovereignty
and self-determination
4. Educate in, by and for love, respect and affirmation of the
human condition
5. Educate in, by and for interculturality and the appreciation of
diversity
6. Educate in, by and for productive work and social
transformation
7. Educate in, by and for the preservation of life on the planet
8. Educate in, by and for freedom and a critical vision of the
world
9. Educate in, by and for curiosity and research
ESSENTIAL TOPICS
1. PARTICIPATORY AND PROTAGONICAL DEMOCRACY, IN A RULE OF
LAW AND JUSTICE. EQUALITY, NON-DISCRIMINATION AND SOCIAL
JUSTICE. HUMAN RIGHTS. GENDER EQUITY 2. THE MULTI-ETHNIC
AND PLURICULTURAL SOCIETY, DIVERSITY AND INTERCULTURALITY,
HERITAGE AND CULTURAL CREATION
3. INDEPENDENCE, SOVEREIGNTY AND SELF-DETERMINATION OF
THE PEOPLE.
MULTIPOLAR WORLD
4. BOLIVARIAN IDEARY. LATIN AMERICAN AND CARIBBEAN UNITY
5. KNOWLEDGE OF THE GEOGRAPHICAL SPACE AND HISTORY OF
VENEZUELA.
ECONOMIC AND SOCIAL PROCESSES.
CONFORMATION OF THE POPULATION. FAMILIES AND COMMUNITIES
6. PRESERVATION OF LIFE ON THE PLANET, HEALTH AND LIVING
WELL 7. OIL AND ENERGY
8. SCIENCE, TECHNOLOGY AND INNOVATION
9. ADOLESCENCE AND YOUTH.
RESPONSIBLE AND PLEASANT SEXUALITY. VIAL EDUCATION
10. PHYSICAL ACTIVITY, SPORTS AND RECREATION
11. FOOD SECURITY AND SOVEREIGNTY
12. SOCIAL WORK PROCESS
13. INTEGRAL DEFENSE OF THE NATION.
SOCIAL RISK AND DISASTER MANAGEMENT
14. COMMUNICATION AND MEDIA
 TRAINING AREAS PROPOSED IN THIS
INTEGRATION PROCESS
1. ART AND HERITAGE
2. CASTILIAN
3. NATURAL SCIENCES
4. BIOLOGY
5. PHYSICAL
6. CHEMISTRY
7. EARTH SCIENCES
8. PHYSICAL EDUCATION
9. TRAINING FOR NATIONAL SOVEREIGNTY
10. GEOGRAPHY, HISTORY AND CITIZENSHIP
11. ENGLISH AND OTHER FOREIGN LANGUAGES
12. MATH
13. GUIDANCE AND COEXISTENCE
14. PARTICIPATION IN CREATION, RECREATION AND PRODUCTION GROUPS.
IT IS IMPORTANT TO MENTION THAT FOR EACH YEAR THE NUMBER OF TRAINING AREAS VARIES.

GENERATING TOPICS AND THEORETICAL-PRACTICAL

REFERENCES IN EACH AREA OF TRAINING
The generator theme
In each training area, generating topics are proposed that, as their name suggests, generate learning
with meaning and relevance with respect to the essential topics and through the planned essential
experiences. The generating theme links the indispensable theme with the theoretical-practical
references of each training area through a thematic fabric.
The theoretical-practical references
They consist, according to each area of training and in different disciplines, of laws, theories,
principles, theorems, concepts, operators, rules, structures, phenomena, facts, processes,
systems, manifestations, genres, nomenclatures, languages, codes, taxonomies, models ,
categories, classifications, variables, properties, characters, among others. The theoretical-
practical references, as their name indicates, must be approached theoretically and practically;
Therefore, it is the teachers who will plan the projects, workshops, laboratory practices, field work,
seminars, research, among other strategies, to give the theoretical-practical meaning to
knowledge permanently, from the area of training that teaches.
 The

generating theme must promote the

USE OF CONCEPTS (not their
memorization or abstract definition from
the unknown). For example, if the
students are going to inquire about
of the of his se
CONCEPTUALIZE what you have learned. This
approach is based
of theon discovery
biomes, learning.of
the concept
biome is not based on
contact with the biomes then
and
around
The generative themes make approaches that
allow generalizations both in space and time,
from the local to the global, from the particular
to the general. The

spaces for address the

conceptualization issues,
generalization
systematization are conducive
for, for example, review
tables, graphs, survey
throug of studies,
exercises, discussions.
 Therefore, the teaching team should
provide spaces for students to
systematize what they have learned
and the processes carried out to
understand what they have studied,
becoming aware of their
LEARNING UNIT
EACH GENERATING TOPIC WITH ITS THEMATIC FABRICS, THEORETICAL-
PRACTICAL REFERENCES OF THE CORRESPONDING AREA OF
TRAINING AND THE TOPICS OF CONCEPTUALIZATION,
GENERALIZATION AND SYSTEMATIZATION, as a whole, has been
organized as a LEARNING UNIT (UA) that allows for better didactic
management, the study of students' prior knowledge, project planning or other
relevant strategy.

Likewise, teachers of the same year of study can organize inter- and
transdisciplinary work depending on the learning unit they are going to work
on.
 TRAINING AREA: NATURAL SCIENCES
In this area, the contents are contextualized in the socio-environmental reality. It is not
intended that students learn meaningless definitions, rules, procedures. On the
contrary, it is hoped that they will achieve an understanding of this reality through
thinking, communicating, doing, feeling and participating in collective construction.

All of these approaches have the intention of developing the creative, restorative and
integrative potential of the social fabric, which from the area of natural sciences
education, we must build together, as a structural element of the curricular
transformation process.
The students who are trained from this conception of education in natural sciences
understand natural and physical processes that allow them to recognize and value
themselves as part of nature and the environment, thereby promoting ecological
balance, from a reflective vision. , criticism.
TRAINING AREA: PHYSICAL EDUCATION
JHONNAR
AREA PLANNING
It is necessary to highlight that the area of physical education is a practical area with a
theoretical basis; must create conditions to strengthen the habit of systematically
practicing physical activities. In fact, this condition is recognized in the Organic Law of
Sports, Physical Activity and Physical Education (2011), which establishes three weekly
physical education sessions in the country's educational institutions at all levels and
modalities.
Physical education in school spaces must be constituted as a pedagogical process, whose
planning and organization take into account the characteristics of the group, to establish
solid foundations that allow integration and socialization, in such a way that students
commit to relating knowledge. theoretical with their experiences, promoting their
harmonious and integral development, and as an instrument to obtain health.
TRAINING AREA: PHYSICAL EDUCATION
SIULEN
TRAINING AREA: SPANISH
The training area is aimed at learning to function in writing and reading,
communicating, understanding and expressing oneself to become
more human; to learn to know, live together, solve problems and
transform reality, assuming a stance with critical awareness, acting
in a leading and participatory manner, committing to the construction
of a more just world of coexistence of cultures, and assuming a co-
responsible stance in the preservation of life on the planet.
SIULEN
TRAINING AREA: ENGLISH AND OTHER LANGUAGES
AREA PLANNING
FOREIGN
The purpose of this area of knowledge is the study of one or more foreign languages as an
opportunity to develop cognitive and communication skills that allow the understanding
of linguistic codes other than the mother tongue, with the phonetic elements of each
language.

We want to highlight that the training area is planned for the teaching of
English as a foreign language. Given the characteristics of the area, which pursues
teaching a language, relies directly on the text of the Bicentennial Collection in its lessons.
RUBEN
TRAINING AREA: MATHEMATICS
Given the importance of mathematics for society and therefore for the comprehensive
training of our students at the secondary education level, it is necessary to change
the negative perspective we have about this science, for a perspective that shows
it as part of nature, of life and the environment, necessary and interesting, useful to
understand our contexts and transform them.
Without a doubt, mathematics constitutes a discipline, humanly and culturally
speaking, useful in all its senses, indispensable and necessary for the individual
life of people, for the community and for society.
RUBEN
TRAINING AREA: GEOGRAPHY, HISTORY AND
AREA PLANNING
CITIZENSHIP
Geography, history and citizenship is an area of training to understand and interpret the
processes of human societies in the Bolivarian Republic of Venezuela and in the world.
This area of training relies on various sciences and disciplines to study facts,
relationships, connections, phenomena and laws, such as geography and history to
understand human processes under a geohistorical approach.

Unlike the rest of the training areas, the study topics presented in Geography, history and
citizenship will be conceived and presented as LEARNING GENERATING
PROBLEMS. Within the framework of a problematizing education, the aim is to
generate a critical reading of the world and an active attitude in solving society's
problems in different socio-historical contexts.
TEACHER 1ST YEAR SCHOOL YEAR 2017-2018

TRAINING AREA GEOGRAPHY, HISTORY PURPOSE: TO TRAIN CITIZENS FROM THE GEOHISTORICAL APPROACH WITH AWARENESS OF NATIONALITY AND SOVEREIGNTY.
AND CITIZENSHIP

ETHICAL REFERENCE: EDUCATE IN AND FOR THE LOVE OF THE COUNTRY, SOVEREIGNTY AND SELF-DETERMINATION.

ESSENTIAL TOPIC: INDEPENDENCE, SOVEREIGNTY AND SELF-DETERMINATION OF THE PEOPLE. MULTIPOLAR WORLD

ISSUE TISSUE REFERRER PROCESSES SPACES AND TECHNIQUE E POTENTIALITIES

GENERATOR THEMATIC THEORETICAL DIDACTIC RESOURCES INSTRUMENT ASSESSMENT

THE RELATIONSHIP -LOCAL, REGIONAL AND HISTORY OF OUR THE STUDENTS WILL LEARNING PRODUCTION ANALYSIS, PARTICIPATE IN A POSITIVE WAY IN
WITH HUMAN NATIONAL COUNTRY COUNTRY SYMBOLS PARTICIPATE IN A DYNAMIC, ENVIRONMENT. ORAL, WRITTEN. RELATION TO THE THEORETICAL
GROUPS WITH THE SYMBOLS THEN EXCHANGE OF IDEAS OF REFERENCE.
NOTEBOOKS, PENCILS.
NATURE THROUGH THEORETICAL CONCEPTS,
ORIGINALITY IN THE PRESENTATION.
TIME TO GENERATE THEY ARE ORGANIZED AS A BICENTENARY
THE SPACE TEAM TO CARRY OUT THE COLLECTION. PAOEL RESPONSIBILITY IN THE ACTIVITIES TO BE
GEOGRAPHICAL THEORETICAL CONSTRUCTION BOAND. DEVELOPED
THAT AND GENERALIZATION OF THE
WE KNOW TODAY RESEARCH AND FINALLY THEY
SYSTEMATIZE THEIR
EXPERIENCES.
 ART AND HERITAGE PLANNING
TEACHER 1ST YEAR SCHOOL YEAR 2017-2018

ART AND HERITAGE TRAINING PURPOSE: To train in, by and for liberating social work
AREA

ETHICAL REFERENCE: Educate in, by and for interculturality and the appreciation of diversity

ESSENTIAL TOPIC: THE MULTI-ETHNIC AND PLURICULTURAL SOCIETY, DIVERSITY AND INTERCULTURALITY, HERITAGE AND CULTURAL CREATION

ISSUE TISSUE REFERRER PROCESSES SPACES AND TECHNIQUE E POTENTIALITIES

GENERATOR THEMATIC THEORETICAL DIDACTIC RESOURCES INSTRUMENT ASSESSMENT

THE THE HERITAGE AND DEFINITION OF CULTURAL LEARNING OBSERVATION CREATIVITY

CREATIONS AND HERITAGES HIS HERITAGE. ENVIRONMENT.
ESTIMATION SCALE ORIGINALITY
THE NATIONAL, REGIONAL, CLASSIFICATION
HERITAGES PORTFOLIO PREPARATION NOTEBOOKS,
NATURAL AND READING NEATNESS
CULTURAL ALLUSIVE TO HERITAGE PENCILS.
CULTURAL OF THE
OF THE ELABORATION OF STRUCTURE AND DESIGN
BOLIVARIAN REPUBLIC BICENTENARY
TOWNS
OF VENEZUELA COLLECTION. PAOEL BRIEFCASE RESPONSIBILITY
BOAND.
TEAMWORK

PUNTUALITY
 EARTH SCIENCE PLANNING
TEACHER 5TH YEAR SCHOOL YEAR 2017-2018

EARTH SCIENCE TRAINING AREA PURPOSE: Promote Latin American and Caribbean integration

ETHICAL REFERENCE: Educate in, by and for the preservation of life on the planet

ESSENTIAL TOPIC: PRESERVATION OF LIFE ON THE PLANET, HEALTH AND LIVING WELL

ISSUE TISSUE REFERRER PROCESSES SPACES AND TECHNIQUE E POTENTIALITIES

GENERATOR THEMATIC THEORETICAL DIDACTIC RESOURCES INSTRUMENT ASSESSMENT

Venezuela EN CHANGES THE CLIMATE IN THE DEFINITION OF CLIMATE. CITE MAPS, GUIDES, OBSERVATION DESCRIBE THE DEFINITION OF CLIMATE
SAVE THE EARTH GLOBALS ARE NATURAL OR NEWS WARMING UP AUTHOR, CLIMATE AND COLLECTION
BRAINSTORM PARTICIPATE IN A WAY
PLANET INDUCED GLOBAL WEATHER BICENTENARY, PENCILS
ACTIVE IN CLASS WITH CLIMATE DIRECTIONS
DIFFERENCES. THROUGH AN LEAVES, COLORS PHILLIPS 66
IMAGE MADE BY THE TEACHER IDENTIFY CLIMATE STATIONS ON THE WORLD
THE TEACHERS DETERMINE THE SCALE
MAP
ESTIMATE
ELEMENTS OF THE CLIMATE AND
ANALYZE THE ELEMENTS OF
FINISHES WITH THE DELIVERY OF
CLIMATE
LEAFLETS ON GLOBAL
WARMING SHOWS FLUENCY IN
EXPRESS YOUR IDEAS ABOUT GLOBAL
WARMING

COMPLY WITH THE UNIFORM, IT IS

RESPECTFUL-A
TRAINING AREA: PARTICIPATION IN CREATION, RECREATION AND
AREA PLANNING
PRODUCTION GROUPS

This area of training is directly related to practice and experiences in which students
expand all their abilities, inclinations and vocations. The development of human
potential is an open process, it has no limits; and this process is enhanced by doing
more than contemplating or listening to a teacher's explanations.

Within the framework of learning to learn, learning by doing, learning to be, learning to live
together and the enjoyment of being to the fullest, participation in groups aimed at
work by interest groups is proposed as a strategy, regardless of the section and the
year in which takes place, and will vary according to the characteristics of the locality.
Each student will select the group or groups in which he or she will participate, with
the guidance of his or her teacher guide,
JHONNAR
TEACHER 1ST YEAR SCHOOL YEAR 2017-2018

TRAINING
AREA AREA: GUIDANCE AND COEXISTENCE
PLANNING
TRAINING AREA
GUIDANCE AND
PURPOSE: An educational process that raises consciousness to achieve supreme social happiness through an influential economic structure and a
new productive, social, humanistic and endogenous model
COEXISTENCE

This area of training is developed and assumed by guide teachers, claiming and
ETHICAL REFERENT: educate in, by and for productive work and social transformation.

ESSENTIALvaluing theOF true

TOPIC: CONFORMATION meaning
THE POPULATION. of what GUIDING means. Each guide teacher assumes
FAMILIES AND COMMUNITIES

ISSUE a section, TISSUE of course,REFERRER carryingPROCESSESout collective SPACES AND planning

TECHNIQUE E withPOTENTIALITIES
the teaching VALUATION team of the
GENERATOR THEMATIC THEORETICAL DIDACTIC RESOURCES INSTRUMENT
year they address, studying, valuing and considering the context, the period of
Individual and Identity recognition. Identity: Who am -Mental maps. - Sheets. - SCALE Indicators. Written reports. - Writing and
life, individualities,
group identity. Promote group I? .Where diversities
do I come and
conversations. Writtengender.
Texts. ESTIMATE spelling (4pts). - Clarity and fluency when
cohesion. Value the from? .I like? .Where I reports. expressing ideas and concepts (4pts). -
recognition of the live? Who do I live with? Neatness in the presentation of work material
feelings and emotions of Solidarity, cooperation (4pts). - willingness towards supportive and
others. Appreciate and camaraderie. cooperative work (4pts). Mind maps: Correct
It is not intended to change the name of the traditional guide; It is to totally change
group work and Emotions, feelings, distribution of information (4pts). Easy
dialogue with others. emotion control. reading (4pts). Neatness in presentation
your approach, your spirit, logic, methods and essence.
Identify and recognize Friends and friendship. Traits: -Wears the uniform correctly (1pt). -
the feelings that abuse The abuse. Maintains behavior appropriate to the class
provokes. Resilience. space (1pt). -Punctuality in attendance and
delivery of assigned activities (1 pt). -
Corporate and respectful treatment with
teachers, fellow students, visitors and staff of
the institution (1pt).