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Holistic, Democratic, Active, Critical, Reflexive,
Tolerant, Solidary, Critical activist in terms of the environment and human rights,Innovative
Valued Student Dispositions
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Persistent limitations that effect all aspects pedagogical, social and economic. Ongoing loss of automomy and professional status.
Teacher participation remains scarce. The onsite teams of teacher leaders are generally with issues of sharing information and control.
There generally exists little rich pedagogical discussion about education practice.
Very limited participation in public policy debates.
Teaching Profession:
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FORMACION DEL MOVIMIENTO PEDAGOGICO
Constructed to create opportunities for teachers to develop a
pedagogical consciousness that allows and encourages a richer
presence in educational debates.…
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Movimiento Pedagógico
Since 1999 the Departamento
Nacional de Educación y
Perfeccionamiento of the Teacher´s
Union created this focus within the
Colegio de Profesores.
With support from international sindicate
International Education,
Larärforbundet (Switzerland)
SNES (France)
BCTF de Canadá
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Raise Awareness,
Technical pedagogical development,
Development of teacher professional identity that is profound and reflective
Development of a critical pedagogical consciousness
Objectives of the Movimiento Pedagógico
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The creation of regional, provincial, and local autonomous teams is the primary goal of the
project, the goal being the creation, organizaton and support of local pedagogical
leaders throughout the regions of Chile.
Structure of theMovimiento Pedagógico
DEPARTMENT OFEDUCACION Y
PERFECCIONAMIENTO
MOVIMIENTOPEDAGÓGICO LEADERS
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Actions of theMovimiento Pedagógico Formation and training
of regional and local groups of educational leaders.
Construction of permanent work groups concentrating on teacher research.
Organization and support for various opportunities for pedagogical debate: meetings, study, groups, research presentations, etc.
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Research Groups
Groups to propose action and action plans to support critical pedagogy
STUDY CIRCLES
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Other Projects:
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Recognition of the Colegio de Profesores as an organ for generating knowledge,
innovation and critical pedagogical proposals from a perspective favoring
democratic education.
Personal and professional growth in the teachers involved in the project,
expressed through a more critical analysis of schooling and their own capacity to
collectively construct proposals for change and carry these ideas to action.
RESULTS:
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Challenges: The committment to contribute to the
development of quality public education as part of the struggle for social justice and
democracy, demands from us more support for the movimiento pedagógico. Through
Action Research teachers are able to reconceptualize and critically pedagogically
engage in social transformation.
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-- Formation of new teachers as Pedagogical Leaders throughout the country strengthens the autonomy of
local school sites and regional departments of education through the
work of teacher research/action research. Teachers become important actors within the local communities,
working in partnership for social change…
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The construction of pedagogical thought coming from the teacher base is a path by which teachers can rediscover the potential of collective work and its organization, through which they can become committed citizens and social actors dedicated to liberatory social transformation.