Resumo

SILVA-CUEVA, Johan et al. Curricular reforms in technology education: experiences of adaptation from the perspective of managers and teachers. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.32, pp.119-132.  Epub 10-Jan-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i32.709.

Technological institutes are centers for the training of professionals for national development, and in recent decades they have been part of the curricular reforms in order to adapt to the competency-based approach and improve educational quality. The objective of the research was to learn about the experiences of managers and teachers in the process of adaptation and implementation of the curriculum, specifically in the reforms of the Ministry of Education of Peru between 2006 and 2020. Using a qualitative approach and a hermeneutic phenomenological design, the findings reveal that curriculum adaptation was gradual and complex due to regulations, with time constraints and little connection between educational institutions and companies. Although the current curriculum is more organized and consensual thanks to the participation of those involved, traditional pedagogical practices persist. We can close by indicating the need to strengthen collaboration between academia and industry to improve technical training.

Palavras-chave : Curricular adaptation; Curricular reform; Higher education; Curriculum.

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