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Encuentros Uruguayos Año IV, Número 4, Diciembre 2011 Revista: ENCUENTROS URUGUAYOS

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Encuentros Uruguayos Año IV, Número 4, Diciembre 2011 Revista: ENCUENTROS URUGUAYOS Revista Encuentros Uruguayos Año IV, Número 4, Diciembre 2011 Revista: ENCUENTROS URUGUAYOS Rafael Barradas "Atocha" 1919, Oleo sobre lienzo 53 x 66 cm fuente: http://www.rau.edu.uy/uruguay/cultura/barradas.htm Índice 1) Sección Ciencias Humanas ¿Cómo gestionar el cambio educativo? Estudio exploratorio sobre el impacto del Plan Ceibal y las nuevas políticas TIC desde la perspectiva de los educadores Eduardo Rodríguez y Fabián Téliz Presencia mbya-guaraní en Uruguay. Diálogos y experiencias, espacialidades e identidades en circulación Analía Pérez Landa 2) Sección historia reciente El problema de la enseñanza de la historia reciente. El caso del terrorismo de Estado. Iván Pablo Orbuch La reorganización del movimiento estudiantil y la restauración democrática en la UDELAR. 1980-1983 María Eugenia Jung “¿Una propuesta desobediente?” Apuntes sobre el Frente Grande y el movimiento popular en la ¿posdictadura o transición democrática? Héctor Altamirano El salto del conocimiento a la comprensión: la reapropiación del encierro y la represión en la obra literaria de Mauricio Rosencof Emilia Alfieri Tupamaros en Chile. Una experiencia bajo el gobierno de Salvador Allende Jimena Alonso Entre víctimas y combatientes. Continuidades y rupturas en la transmisión de las memorias sobre el pasado reciente entre generaciones de oficiales del Ejército Argentino Valentina Salvi 3) Sección imaginarios y crítica cultural En busca de la Nación Eduardo Piazza Resurgir Celeste: Mitos y Representaciones Colectivas en torno a la actuación uruguaya en Sudáfrica 2010 Cristian Maneiro La vuelta al mundo en ochenta… horas: genealogía de la “mundialidad” en la Exposición Universal de París de 1900 Alberto Bejarano Una nueva “politización” de la murga (1981-1984): La reapropiación de una palabra demasiado tiempo confiscada. Dorothée Chouitem 4) Sección política y sociedad Abogacía y sistema legal en las primeras décadas del Estado Soviético (1917-1956) Jorge Wozniak Territorios del miedo. Organizaciones vecinales y seguridad en el Uruguay actual: el caso de Centinela Alerta en Solymar Nicolás Duffau Suicidio y precariedad vital Víctor Hugo González 5) Reseñas Varias hipótesis sobre el Peonaje Real de Azúa ¿Cómo gestionar el cambio educativo? Estudio exploratorio sobre el impacto del Plan Ceibal y las nuevas políticas TIC desde la perspectiva de los educadores Eduardo Rodríguez Zidán 1 Fabián Alejandro Teliz 2 El propósito de este artículo es producir conocimiento sobre el impacto de las tecnologías de la información y comunicación en Uruguay, analizando las percepciones y opiniones de los docentes sobre la gestión del cambio educativo impulsado por el programa de Conectividad Educativa de Informática Básica para el Aprendizaje en Línea (CEIBAL). El estudio se realizó en el departamento de Salto, ubicado en la región litoral del Uruguay. La metodología utilizada fue la aplicación de una encuesta con escalas de actitudes a una muestra estratégica de 210 docentes de educación primaria, análisis de entrevistas y triangulación con fuentes secundarias. Los resultados señalan los avances parciales en términos del uso pedagógico de las nuevas tecnologías por un grupo de docentes innovadores así como las dificultades de la puesta en práctica del Plan Ceibal, especialmente por la ausencia de una planificación estratégica de la innovación educativa. Palabras claves : gestión, cambio tecnológico, percepciones docentes, Plan Ceibal - Uruguay. This article's aim is to produce knowledge on the impact of communication technologies in Uruguay by analyzing the teacher's opinions and collections on the management of the educational change promoted by the program of Educational Connectivity of Basics Informatics for the On Line Learning (CEIBAL).The research was held in the province of Salto, situated in the North West part of Uruguay. The methodology used was the application of a survey with attitude scales to a strategic sample of 210 primary school teachers, the analysis of interviews and the triangulation with secondary sources. The results show the partial advances on pedagogical terms use of the new technologies by a group of innovating teachers as well as the difficulties of the putting into practice of “Ceibal Plan”, especially because of the lack of strategies planning of the educational innovation. Key words: management - technological change - teacher's collections - Ceibal Plan - Uruguay. 1 Docente e investigador en Políticas Educativas. Doctor en Ciencias de la Educación por la Universidad de Málaga y Licenciado en Sociología por la UdelaR. Investigador Nivel I de la Agencia Nacional de Investigación e Innovación. Profesor de posgrado en la Maestría en Tecnología Educativa del CLAEH. Director de Tesis. Profesor efectivo en Investigación Educativa y Sociología en el Ce.R.P del Litoral, ANEP. Coordina el grupo de Docentes que Hacen Investigación Educativa. Desde el año 1990, es investigador y coordinador de proyectos de investigación en temas relacionados con las innovaciones educativas, nuevas tecnologías y educación, análisis de los modelos de desarrollo profesional docente y la gestión escolar en el contexto de la sociedad de la información. Es autor de libros y múltiples artículos publicados en revistas nacionales e internacionales sobre nuevas tecnologías y cambio educativo. 2 Profesor de Matemática egresado del Centro Regional de Profesores del Litoral – Sede Salto (2010). Integrante de la Red de Docentes que Hacen Investigación Educativa, Uruguay, desde el año 2009, participando activamente en el desarrollo de múltiples tareas de investigación, difusión de conocimiento y capacitación. Ha publicados varios trabajos de investigación y artículos en revistas nacionales e internacionales sobre educación, gestión e innovación educativa. Recibido el 17 de mayo de 2011 Antecedentes y notas introductorias Sin lugar a dudas, una de las políticas más significativas impulsadas en los últimos tiempos en Uruguay, es la inclusión de la tecnología en las escuelas públicas desde el año 2008 -y en los centros educativos de educación media en el 2010- a partir del proyecto Ceibal (Plan Ceibal, 2009. Gynarek, 2009). Esta innovación en el campo de la tecnología educativa es una política multisectorial impulsada en el marco del Programa de Equidad para el Acceso a la Información Digital instrumentado por la Presidencia de la República con el auspicio y apoyo de Agencia para el Gobierno Electrónico, la Administración Nacional de Telecomunicaciones (ANTEL), Ministerio de Educación y Cultura (MEC), Consejo de Educación Primaria (CEP), el Laboratorio Tecnológico del Uruguay (LATU) y la Administración Nacional de Educación Pública (ANEP), entre otros organismos del Estado. A partir del año 2007, el Plan Ceibal ha entregado una computadora personal a los 391.143 estudiantes y 12.879 docentes en las 2.064 escuelas públicas de todo el territorio nacional. El proceso llevó 3 años de implementación. Las laptos XO se construyeron siguiendo la propuesta OLPC, de Nicholas Negroponte. Cada computador personal tiene memoria de 250 MB, un dispositivo de almacenamiento implementado con una memoria de 1 GB, pantalla LCD 7.5'' y sistema operativo Linux. La iniciativa se ha propuesto en Uruguay y la región como modelo de políticas socioeducativas que relacionan la tecnología con el desarrollo humano, la inclusión digital y la igualdad de oportunidades en la sociedad de la información. De la misma manera que el Plan Conectar Igualdad en Argentina, ambos programas de políticas públicas son presentados por los presidentes de cada país como auténticamente “revolucionarios” 3. Los fundamentos pedagógicos del Plan Ceibal, expresados en los documentos oficiales de la Administración Nacional de Educación Pública (véase bibliografía digital) destacan la relevancia de promover un uso pedagógico de las nuevas tecnologías a partir de la formación y actualización de los docentes, propiciando, por un lado, la apropiación del recurso, y por otro, la participación de todos los involucrados en la creación de nuevas comunidades de aprendizaje. En este sentido, existe una multiplicidad de objetivos, metas y desafíos que se plantean desde el Plan Ceibal, proyecto que articula diferentes dimensiones de las TIC relacionadas con la formación de capacidades, la creación de nuevos espacios y contextos de aprendizajes, el desarrollo de innovaciones pedagógicas, la generación de cambios en la enseñanza a partir del trabajo con recursos tecnológicos y plataformas digitales. ¿Cuál es el lugar de la gestión en estos procesos de cambio y mejora escolar? ¿Que opinan y que percepciones tienen los docentes sobre el impacto social, pedagógico y comunitario que está produciendo el Plan Ceibal? Estas son algunas de las interrogantes que guían nuestro trabajo. Luego de presentar las categorías teóricas centrales y la 3 Para el caso de Uruguay, Tabaré Vázquez afirmó en un discurso pronunciado en la OEA, en el mes de setiembre del año pasado: “El Plan Ceibal es una revolución profunda e irreversible; en nuestro país ya no hay marcha atrás en este sentido. Además, créanme, es la revolución más hermosa que estamos viviendo los uruguayos. Las revoluciones no se exportan ni se importan, no se clonan, ni se contagian, pero el Plan Ceibal es una revolución que el Uruguay modestamente, reitero, quiere compartir con sus hermanos americanos. Ya lo estamos haciendo con algunos países, pero queremos hacerlo con todos”. Véase http://www.espectador.com/1v4_contenido metodología empleada, buscaremos responder a estas preguntas, mediante diferentes
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