THE ORIENTATION OF CURRICULAR PROJECTS

CURRENT: THE INTEGRAL PROJECTIVE NATURE AND

STRATEGIC

Integral projective nature

The socialization that integrates the world in all its components and complexity
and that also points to the integrity of the being, is known as education
holistic or integral.

Nova-Herrera (2016) points out that integral education is about a style or

educational practice that understands the human as a being composed of
dimensions; which implies that by assuming from the institutional mission this type
of training, there will be an acknowledgment of the dimensions of being, to
propose pedagogical strategies that prioritize the development of all.

According to Pensado (2017 et al.), the reconceptualization of the

Education has established, among other matters, the need to recognize in the
social subject values and potentials inherent to their nature as a person,
to seek its integral development and notice the needs of the environment, in order to
orient efforts towards improving the quality of life.

Integral training implies, therefore, recognizing those abilities in the

student, and promote their coexistence with the environment in accordance with a
reflective, critical, sensitive, creative, and responsible personality, touching the
dimensions that are inherent to him as a social subject. Integral education, in
in this sense, then, based on the proposition that every person
finds their identity and the meaning and purpose of their life through connections
empathetic to the community, respect for the natural world, and in the deployment of
human values such as compassion and peace, this educational proposal,
student-centered, aims to develop devotion to life and passion for the
learning (Villegas et al., 2019).
In general terms, the proposal suggests the development of four types of
learning in today's schools and educational communities (Delors, 1996):
Learning to learn; Learning to do; Learning to live together and Learning to
Clearly, the last two pillars refer to the training of
people who are interpersonally and emotionally competent, and capable of
to act ethically and responsibly in various contexts.

The line of integral education had a coordinating axis in UNESCO (1998) and
of transversal call that in a context of collective search
began to respond to the current needs for contribution to
consolidate the values of the knowledge society aiming for them to
young people have a more humanistic, critical, holistic and not fragmented perspective
on the construction of their training (Villegas et al., 2019). UNESCO has
continued with his incremental line of studies on comprehensive training
to assume stronger and more solid competencies in professional challenges of
student body contributing "to the education of ethical citizens,
committed to the construction of peace, the defense of rights
humans and the values of democracy.

Donald Lemke (1978) proposes as an alternative for developing the curriculum the
integrated learning unit (ILU). The integrated learning unit
(U.A.I) is an excellent teaching resource that makes it possible to structure the
teaching through the recognition and identification of particularities
of the students and implement flexible and participatory curricula
focused on learning. Lemke argues that the integrated units
allow the combination of content from different subjects around broad themes
of student needs and involve the student and the teachers in the
curricular planning process from the very beginning due to the
structuring of the diagnosis.
The goals pursued through this integral curricular model are:

Use varied materials, activities, and methodologies for the

learning planning that adjusts to local contexts and
particulars.
2. Recover the postulates of active, critical, and participatory pedagogy to
dynamize learning.
3. Organize the learning environment from multiple perspectives to
to innovate and propose other ways of learning, so that it
surpass the traditional scheme of explanation, blackboard, notebook, text
unique guide.
4. Build a flexible, participatory, and dialogic environment through some
democratic, horizontal, and healthy relationships between the teacher and the

student.
5. Use the resources of the environment and the students' experiences with the
intention to energize the learning environment, that is, to take advantage of
the resources that the immediate environment offers for the benefit of a

meaningful and contextualized learning.

6. Rescue the work in the classroom and also in other spaces that facilitate the
learning and generate the conditions and mechanisms to guarantee
the quality of education and the connection of the school with the
community.

The challenges for a comprehensive education in universities,

The last few years have gained greater relevance when placed in the context of
everyday life, the holistic approach, the personal experiences of the students, the
reflection and curricular changes. In this training process, not only does it
conceived from the classrooms and in response to educational policies as well
focuses on graduates developing competencies to respond to
the demands of society. The student body, in general, not only has to
demonstrate specific competencies but also those competencies
generic that channel training for the 21st century (Villegas et al., 2019).

Universities are one of the spaces that shape and mold, and also
contributes to the formation of integrality in the student body and that,
extension, will never be able to deliver the entire training process fully and
complete, its role as a consolidator of critical and educational perspectives
fosters a line of development to begin training students
series of competencies aligned with the various demands of society. The
universities have, in their particular missions and visions, a line of
approach that directly assumes the promotion by citizenship, the
human rights, play as learning, learning in society, the
assessment of adaptation to new situations, ethical education, the
identity and sense of life, belonging to a social and cultural group, among
other lines of training. The above, with the aim of incorporating content
ad hoc for comprehensive training to develop different skills and attitudes
expanded among the student body, beyond the disciplinary specialization of the
careers, aimed at strengthening a value within the contents that is
they teach in university classrooms (Villegas et al., 2019).

Villegas et al., 2019 mentions that higher education institutions for

enhance comprehensive education and respond to the demands of the world
labor, they should undertake the following within the framework of their work
actions:

1. The permanent improvement of the relevance and quality of the plans and
training programs, so that they fit properly to
the social and productive demands and channel the actions of
social responsibility that commits tertiary institutions.
2. The early placement of interns (future graduates) in centers of
appropriate practices that replicate real working conditions and
promote comprehensive learning experiences in context.
 3. The timely labor insertion of graduates in jobs that
respond to their demands for fair compensation and adequate
professional development.
4. Attention to the demands of lifelong learning posed by the
tertiary education graduates.

Strategic Projective Nature

A systematic way to organize the curriculum comprehensively is planning.

strategic. This would be defined, applied to curriculum design, as the process
through which the reason for being (or relevance) of the curriculum is identified, it
they glimpse their structure and development both current and projected in the
time, and the objectives, goals, and actions deemed necessary are established
to achieve the projected level and the results of the curriculum (Barradas and
Manjarrez, 2005).

Strategic planning is the structured process by which an organization

Social as an educational institution defines its reason for being in the environment.
where it carries out its activities, envisions its desired state in the future, and
develop the objectives and the concrete actions to achieve the
mentioned desired state.

The overall purpose of strategic planning is to have a clear vision of where

where to direct resources and actions, while maintaining flexibility
necessary to incorporate indeterminate or uncertain factors of the environment,
increasing the probability of achieving the desired state in the
social organization and in the environment itself (Barradas and Manjarrez, 2005).

The main elements of strategic planning are (Acle, 1994):

1. The mission of the social organization. The mission is a declaration that

clarifies the essence, the reason for being, and the purpose of the organization. It is

product of the reflection of the responsible administrative group of the

social organization and, expressed in clear and concise terms, must
increase the identification of all members of the organization; it is
 to say, must contribute to intensifying integration and identity of the
social organization.
2. The vision of the social organization. The concept of vision includes a
long-term perspective because it involves expressing what is projected
that the organization will be in the future, although it is expressed in terms

3. The status diagnoses of the organization. The diagnosis must

obtain a comparison of the functions currently performed
each part of the organization with respect to which it should theoretically
to effectuate.
4. The objectives of the organization. The objectives express a
punctuation, in the theoretical framework, of the achievements that are pursued within
the social organization and what the social organization pursues in
relationship with the environment.

5. The identification of goals and resources available in the organization.

goals derive from the objectives to be achieved set for the organization
social. The goals reflect the way in which the organization will seek to fulfill
the objectives, with explicit consideration of the available resources,
including the resource of time.
6. The development of the strategic plan or of outlined actions in the
social organization. The projected actions stem from the
Definition of goals, they are the interface between the plans made by the group.
executive of the social organization and the results that are expected from the
action teams of the organization, which are in fact those that carry out the
work.
7. The follow-up of the strategic plan. Before undertaking the actions to
Achieving goals and objectives, it is advisable to establish some
Guidelines for evaluation and monitoring of the strategic plan. The purpose
the evaluations is not to create tension in the people responsible for
the execution of the actions (action teams), but to verify
objectively that the strategic plan is developed as intended, and
 to adopt the necessary adjustment measures in mitigation of
imponderables in order to achieve the successful completion of the mission.

During the development of strategic projects, there must be a

direct correspondence with the achievement of the curriculum objectives. However,
Between projects and objectives, there are other components of planning.
strategic: the formulation of goals and actions. The curriculum design assisted with
a strategic planning process carried out with rigor reduces the probability
that there are significant errors during the subsequent operational and
evaluation of the curriculum (Barradas and Manjarrez, 2005).

Cited literature

Acle, T. A. (1994). Challenges and risks of total quality. Grijalbo Publishing.

Barradas, J. S. A., and Manjarrez, E. S. (2005). The curriculum design and planning
strategic.Educational Innovation,5(26), 25-35.

Delors, J. (1994) Education is a treasure. Report to UNESCO

International Commission on Education for the 21st Century. Madrid:
Santillana Editions-UNESCO

Lemke, D. (1978). Flexible and participatory curricular design. In: steps towards a
flexible curriculum. Preliminary document. Santiago de Chile.

Integrated education: a commitment of

higher education. Issues of philosophy, 1(18), 185-214.

Pensado, M. E., Vázquez, R., and Muñoz, O. G. (2017). The comprehensive training of
university students: an analysis perspective of their areas of
Interest.

UNESCO (1998). World Declaration on Higher Education in the 21st Century

XXI. Vision and Action. Paris: Final Report. https://unesdoc.unesco.org
Notice.
Villegas, F. V., HIDALGO, C. A., & Amaya, W. S. (2019). Training model
integral y sus guiding principles: case University of
Antofagasta. Utopia and Latin American Praxis, 24(4), 75-88.