La “Competencia TIC” desde la mirada de docentes de secundaria: más que habilidades digitales

Abstract

Este trabajo explora las percepciones de los docentes peruanos sobre las TIC y su rol en la educación. Asimismo, analiza sus opiniones sobre la recientemente creada “Competencia TIC” en el Currículo Nacional peruano. A partir de una metodología cualitativa, realizamos cinco grupos focales entre mayo y octubre de 2019 con docentes en ejercicio de escuelas de la ciudad de Lima, Perú. Concluimos que, a pesar de su necesidad evidente, la alfabetización mediática no es parte de la estructura curricular obligatoria y la “Competencia TIC” que plantea el nuevo Currículo es comprendida más como una habilidad instrumental que con un enfoque sociocultural. Los docentes muestran interés en formarse en medios desde una mirada crítica, aunque requieren de importante orientación que debe traducirse en programas de capacitación y sensibilización que les permita comprender los medios desde una mirada menos centrada en el artefacto y más en los procesos de información y expresión que estos promueven.

Media Competence in the Curriculum from Latin American Countries: A Systematic Review

“…And from this point on, we found categories that were less than 7 % of the total: the pertinence of curricular inclusion of media education (De-Oliveira-Soares, 2016; García-Leguizamón, 2012); the curricular proposals and experiences on media education oriented towards the education of students (Cuervo-Sánchez, Foronda-Rojo, 2020; Regis, Timponi, 2016); the perception of teachers with respect to the media competences present in the curriculum (Llaver, Martino, 2019;Mateus, Quiroz, 2021); the experiences of media education that are parallel to curricular activities (Badillo-Mendoza et al, 2021;Zárate-Moedano, 2018); and the relationship between the official curriculum and the conceptual advances in the area of media education (Silva, Borges, 2020).…”

“…In second place, the find the curricular proposals and experiences on media education centered on teacher's education (12.5 % of the publications), designed in Argentina, Brazil with the cooperation between Europe and Latin America(Aguaded et al, 2021;De-Angelis, 2019;De-Souza-Santana, Borges-Neto, 2020;Saez et al, 2019).3. In third place, we find studies on the presence of media and information literacy in the curriculum (9.4 % of the publications), from Mexico, Chile, and at the region level(Arévalo- Martínez et al, 2016;Catrilef-Lerchundi, Carias-Pérez, 2020;Durán-Becerra, 2016).And from this point on, we found categories that were less than 7 % of the total: the pertinence of curricular inclusion of media education (De-Oliveira-Soares, 2016; García-Leguizamón, 2012); the curricular proposals and experiences on media education oriented towards the education of students (Cuervo-Sánchez, Foronda-Rojo, 2020; Regis, Timponi, 2016); the perception of teachers with respect to the media competences present in the curriculum(Llaver, Martino, 2019;Mateus, Quiroz, 2021); the experiences of media education that are parallel to curricular activities(Badillo-Mendoza et al, 2021;Zárate-Moedano, 2018); and the relationship between the official curriculum and the conceptual advances in the area of media education(Silva, Borges, 2020).Level of education. The distribution of the levels of education (Figure5) showed that research in this area was mainly focused on basic education (24.3 %), and that at this level, specific studies were found about primary education (10.8 %) and secondary education (21.6 %).…”

“…Despite the increasing number of narratives centered on the possibilities offered by media and technology in the curriculum, it is not common to see them as objects of analysis (Da-Cunha-Santos, Steffenello-Ghisleni, 2019;Mateus, Quiroz, 2021;Portugal, Aguaded, 2019). Also, this technological dimension is mainly found oriented towards the radio, press, and television (Duarte et al, 2019;Saez, 2019b), an aspect that leaves vacant the work on critical competences and the challenges that are found in digital environment and social networks.…”

“…Toro-Castillo (Toro-Castillo, 2016), this scenario explains that the presence of media education in the curriculum points towards teaching through media and with media, that is, towards their addition as didactic or auxiliary materials. The recommendations urge monitoring to ensure that education policies include programs that strengthen the critical skills for their use, especially of teachers (Durán-Becerra, 2016;Mateus, Quiroz, 2021;Portugal, Aguaded, 2019).…”

Futuros docentes peruanos frente a la educación mediática: entre la deuda y la esperanza

“…Para que esta "Competencia TIC" que plantea el nuevo currículo sea comprendida desde un enfoque sociocultural, más que como una habilidad instrumental (Mateus, Quiroz, 2021), es imprescindible volver a los aportes de la educación mediática (EM). Como concluyó un grupo de expertos en la Declaración de Juiz De Fora -que actualiza declaraciones anteriores como la de Grünwald, 1982;Tolouse, 1990;Viena, 1999;Alejandría, 2005;París-2007y Moscú, 2012 EM resulta un asunto urgente porque su ausencia puede ser factor de segregación y exclusión social, sea por la falta de acceso a los conocimientos producidos históricamente, por la discriminación de culturas tradicionales, por la manipulación de informaciones o por la negación de la existencia de grupos sociales desfavorecidos como sujetos históricos y de derechos (Alfamed, 2017).…”