Estrategias para la gestión del Proyecto Curricular de Centro Educativo

The implementation of the Reform has revitalized the debate and reflection on the pedagogical and curricular aspects related to current educational requirements. As always, innovations lead to new approaches, structure new relationships and propose new forms of action. The appearance of the Center Curriculum Project (PCC) has been in this sense a reference that is inducing centers to rethink their forms of action and the foundations on which pedagogical action is based.
On the one hand, the Center Curriculum Project appears as an option that will be assumed at the level of the educational system, the centers and the teachers. The determination of the level of autonomy that institutions must have, the delimitation of functions that educational centers must fulfill and the clarification of the role that teachers must play are very necessary concretions for the construction of the curriculum.
On the other hand, the Curricular Project represents an institutional commitment through which the agreements that the different education professionals assume in a consensual and coordinated manner are made explicit. In this way, it acts democratically by making public the set of intentions that emerge from the activity of the centers, at the same time that the process of participation of those responsible for and executors of the educational activity is facilitated.
But also, the Curricular Project of the Center arises as a construction that we must plan, develop and evaluate in the context of the search for an improvement in educational quality. We believe that the explicitness that is made in the PCC of the proposals of each center enables more economic and rational individual and collective actions. In addition to guiding the actions and the ideological and organizational clarification of the centers, it contributes to facilitating coordinated, coherent and non-contradictory actions and serves the process of legitimization that must accompany organizations that move in democratic contexts.
Setting out the School Curriculum Project in documents can be interpreted, beyond the explicit intentions that are made, as an attempt to limit the practice through the planning process. Without denying the interest that this dimension may have, preparing the PCC can also be an opportunity for teachers to review their approaches, face problems, innovate, etc. In this sense, promoting the implementation of curricular projects is not only an administrative and bureaucratic act or the consequence and need of a school model; it is the opportunity to promote teamwork among teachers or, ultimately, a way of enabling professionalizing action.
However, the attempt by teachers to move from an individualistic mentality to a more cooperative one will only be possible if a certain democratic, open, pluralistic and integrative way of doing things is respected in the configuration of the curricular project.
From this perspective, this text offers a set of proposals that serve to guide the work of centres, whether public or private, primary or secondary, and the actions of their managers or the advisors who support their decisions. They are a set of reflections and strategies ordered graphically and narratively according to the process that any centre can carry out in carrying out the PCC. In short, a sequenced ordering of the set of actions that can be carried out. We do not intend to establish models or define acceptable situations; we only propose elements for each centre to delimit the decisions most appropriate to its internal and external context. From this perspective, clear and simple language has been given priority, understanding that what centre managers need are schemes and proposals that facilitate their approach to the subject. Later, they can acquire different levels of depth from the final bibliography that the text itself provides.
The abundance of graphics is justified, on the other hand, by the idea of providing a support that can serve the training process that advisors, heads of studies and other responsible people should promote as a basis for the proposed change.
In short, an informative and graphic support that will undoubtedly improve the quality of the training process and the professional development of teachers.