INDEX

Introduction
Brief history of education
Main theories about learning
History of education in the Dominican Republic
The curricular transformation
National Education Plan
The new curricular design
Conclusion
Bibliography
 INTRODUCTION

In introducing this work, I can say that education constitutes the

fundamental means to make the integral development of societies possible,
and allows you to stay alert and prepared for the big changes that happen day by day
we experiment in the various fields of human life: in the development of
participatory action research, scientific, technological and humanistic, in the
access and the distribution of information, in the forms of organization of the
economies of countries, in social dynamics and in global geopolitics.
In light of this new reality, lifelong education and training
Integral professionals are the pillars of political and social reforms.
economic conditions in which our societies prepare to face the challenges
of the 21st century.

It is for this and many reasons that I will further develop others below.
information related to this topic.
 BRIEF HISTORY OF EDUCATION

As we know, education goes hand in hand with the evolution of the human being,
since all societies, no matter how primitive they may be, rely on the
teaching. We could assure that education has its origin in the
primitive communities and the reference point is found when the being
humans transition from living a nomadic lifestyle to settling down and becoming sedentary;
where it already benefits from its first activities, such as hunting and fishing, the

agriculture and the gathering of its food and above all for its survival.

We could then say that Pedagogy appears at the moment when

that techniques and methods are refined, with the aim of having and making better use
knowledge, as a tool to reflect on facts
educational that each historical moment requires.

The oldest teaching methods are found in the ancient East:

India, China, Persia, Egypt, as well as in ancient Greece. They have a goal.
common, the parallelism between these nations lies in that teaching is
based on religion and traditions.

The Romans considered the use of rhetoric and oratory as an aspect

fundamental. The most relevant exponents are: Quintilian, educator of
1st century and Cicero who proposes a 'Humanist' ideal, inspired by paideia.
Greek, it also promotes oratory. Roman education transmitted to the world
Western the study of the Latin language, classical literature, engineering, the
law, the administration and the organization of the government.

During the 9th century, the significant events that occurred in the West
European, it is the contribution made by Charlemagne, who, recognizing the
the value of education, brought from England, to the cleric and educator Alcuin, to
create a school in the palace of Aachen.

During the High Middle Ages (12th century), the ideas of scholasticism prevailed.
in the educational environment of Western Europe. Scholasticism, which used the
logic to reconcile Christian theology with philosophical concepts of
Aristotle. The Scholastic Masters were the French theologian Abelard, and the
Italian philosopher and theologian Saint Thomas Aquinas. The influence of these
teachers attracted many students and had a huge impact on the
emergence of the universities of Northern Europe since the 12th century. The
The first was the University of Paris.

The spirit of education during the Renaissance is very well exemplified.

in the schools established by Italian educators, among them stands out,
Vittorino de Feltre. Topics such as sciences were introduced in schools,
history, geography, music and physical education. The occurrence of these
initiatives influenced the work of other educators and served as a model for
educators for more than four hundred years.

In the early 16th century, the Protestant churches that emerged from
reform proposed by Martin Luther, established schools in which
taught to read, write, basic notions of arithmetic, the catechism in a
elementary level, and classical culture, Hebrew, mathematics, and sciences, in what is
it could be called secondary education.

The 17th century was a period of rapid progress in many sciences and of the
creation of institutions that supported the development of knowledge
scientific. Many educators exerted a wide influence. The educator
German Wolfang Ratke started using new methods to teach more
quickly the vernacular language, the classical languages, and Hebrew. René
Descartes, a French philosopher, emphasized the role of logic as the principle
fundamental of rational thought, a postulate that has remained until the
current affairs as the basis of education in France. The English philosopher John Locke
he recommended a curriculum and an education methodology (that contemplated
physical education) based on the empirical examination of demonstrable facts
before reaching conclusions. The French educator Saint John Baptist de La
Salle, founder of the Institute of the Brothers of the Christian Schools in
In 1684, he established a seminar for teachers and was a pioneer in their education.
systematic.

The most prominent educator of the 17th century was Jan Komensky, bishop.
Protestant from Moravia, better known by the Latin name of Comenius.
The most relevant educational theorist of the 18th century was Jean-Jacques Rousseau.
born in Geneva. His influence was considerable both in Europe and in
other continents. In "Emilio", written in 1762, he insisted that the students
they should be treated like children rather than miniature adults, and that it should be

attend to the individual personality. Their radical proposals were only

applicable to boys: girls should receive education
conventional. The most influential of Rousseau's followers was the
Swiss educator Johann Pestalozzi, whose ideas and practices had a great influence.
influence in schools across the continent. The main objective of
Pestalozzi aimed to adapt the teaching method to the natural development of
child. To achieve this goal, he considered harmonious development
of all the faculties of the student (head, heart, and hands).

The 19th century was a period when national education systems

organized in the United Kingdom, France, Germany, Italy, Spain and in others
European countries. The new independent nations of Latin America,
especially Argentina and Uruguay looked to Europe and the United States
looking for models for their schools.

In the early 20th century, educational activities were greatly influenced by the
writings of the Swedish feminist and educator Ellen Key. Her book "The Century of the
"Children", written in 1900, was translated into various languages and inspired the

progressive educators in many countries. Among the educators of greatest

influence it is important to highlight the German Georg Kerschensteiner (School of

work), French, Ovide Decroly (centers of interest) and the Italian María
Montessori. In the United States, it had a huge influence, then it spread.
to everyone, the philosopher and educator John Dewey. The program of
activities derived from Dewey's theories strengthened the
educational development of the student in terms of animation of the
needs and interests of it. The 20th century has been marked by the
expansion of the educational systems of industrialized nations, thus
as a result of the emergence of school systems among the nations most
recently industrialized countries of Asia and Africa.
 MAIN THEORIES ON LEARNING

PIAGET'S THEORIES

Constructivist theory of learning

The discovery that thinking unfolds from a genetic basis only

through sociocultural stimuli, as well as thinking is configured
for the information that the subject is receiving, information that the subject
always learn in an active way no matter how unconscious and passive it may seem
the processing of information.

THEORIES OF ROUSSEAU

His heritage as a radical and revolutionary thinker is probably better

expressed in its two most famous phrases, one contained in The Social Contract:
"Man is born free, but everywhere he is in chains"; the other
contained in his Emile, or On Education: "Man is good by nature
nature", hence their idea of the possibility of an education.

Concept of man: Man is good by nature due to his origin.

divine.

Methodology: Children should be educated naturally; freedom can only

limit itself by the laws of nature. It must isolate itself from society with its
Guide to being 'the good savage' to then be able to return at 18 years old.

Education: It says that education is the way to dominate the other, it has two
fines: the education of the beautiful souls and the education of the rabble.

THEORIES OF DECROLY

Psychological concept that explains the process of mental activity and

the entire psychic life of the adult and especially of the child. These capture the
reality not in an analytical way but through totalities. This means that the
knowledge and perception are global. The mental process acts, in
a first stage, like a syncretic, confused or undifferentiated perception of
reality, to then move on, in a second stage, to an analysis of the
components or parts; and finally conclude, in a third stage, with a
synthesis that reintegrates the parts in an articulated way, as a structure. The
The globalization function has clear educational consequences. It must be applied
in teaching methods consistent with psychology and the way of perception
of the individual.

Vygotsky's Theories

He emphasized the notable influence of activities with meaning.

social in consciousness. He intended to explain human thought in ways
new. He rejected the doctrine of introspection and formulated many of the
same objections from behaviorists. Vygotsky believed that the environment
social is crucial for learning, I thought it was produced by integration of
the social and personal factors. The phenomenon of social activity helps to
explain the changes in consciousness and establish a psychological theory that
unify behavior and the mind

FREINET THEORY

A CHILD-CENTERED PEDAGOGY

Freinet will put into practice an active pedagogy that must be a

popular pedagogy because it will be linked to the environment in which it works
like the interests of children. Freinet's proposal is not only based on
made to give an active role to the child, but in building a living school of
family life, village life, the environment. In this way it goes
building a unitary pedagogy, without divisions between the school and the
social media.
 HISTORY OF EDUCATION IN THE DOMINICAN REPUBLIC

It cannot be asserted that the Taíno society had an educational system, but rather
rather a cultural level to transmit their beliefs and their rudimentary
technological scope.

Scholars of the history of Dominican education have been repetitive.

in which it begins from the time of the Spanish colony, in the convent
from the Order of Saint Francis in the year 1502. In this regard, Professor writes
Victor Encarnacion: "In the island of Santo Domingo, formal education has
its beginnings from the early days of the Colony (...) It is possible that the
Formal or schooled education began in the year 1502 in a school.
founded by Fray Hernán Suárez, in the convent of the Order of Saint Francis
in the city of Santo Domingo, by order of the governor Fray Nicolás de
Ovando

Governor Ovando acted by mandate of the Royal Decree of 1500, which granted him
order to build a house for educational purposes. The basic curriculum included
classes of: reading, writing, arithmetic, and Christian doctrine.

In the year 1538, the first university of the New World is established. Managed by
by Dominican friars since the year 1518.

The nascent educational system remained unchanged until the

foundation of the republic in the year 1844, when Don Manuel Aybar opens the
first school in his own house. This teacher expands the curriculum to the
teaching of Spanish grammar, arithmetic, and bookkeeping. Starting from
then teaching is governed by established legal norms according to
the political vision of the current rulers. This is how the first Organic Law is born.
of Public Instruction of May 12, 1845, which establishes a school by
each Commune and two in each provincial head. Don Tomás Bobadilla was the
Minister of Public Instruction.
Doctor Jenny Torres, director of research at the Juan Center
Montalvo situates "the beginning of education as a system in the year 1846, with the
promulgation of the Public Instruction Law No. 33, which led to the
establishment of public schools at the primary and higher levels.

In 1855 another similar law was enacted, according to Dr. Torres.

According to Professor Víctor, the constitution of May 1877 meant the

consolidation of the educational system, as it establishes the obligation of
The state of promoting public education, the progress of sciences and
arts, and free primary education.

With the arrival in the country of the Puerto Rican thinker Eugenio María de Hostos
(1879), new pedagogical ideas are implemented, inaugurating a new
curriculum, foundation of schools, promotion of women's education, and
advocating for a secular education.

Eugenio María de Hostos expelled from the country, a new law is enacted.
public instruction in 1866, which comes to replace Hostosian education,
more in the formal than in the essential.

During the period of the First American Intervention (1916-1924) there

replaces the current General Law on Public Education that was enacted.
during the government of President Ulises Heureaux (Lilis) on June 25 of
1895, by Executive Order No. 145, of April 5, 1918, which establishes
the following legislations:

Organic Law of Public Education

Law for the Direction of Public Education
General Law of Studies
Law for University Education
Law on the Conciliar Seminary
Compulsory Education Law
 This legislative body constitutes, according to the invaders, 'the only code of
"education of the Dominican Republic", thereby repealing the code of
1914.

Period of the Trujillo Dictatorship (1930–1961)

From the American military occupation, it jumps to the Trujillo period, where,
according to Fiallo and Germán, "the school space will acquire the dimension of
a daily ritual" to the leader.

During this period, the following laws are enacted:

Law 144 of June 5, 1931, which establishes that each year in a period of
six years, in the month of August, was granted to teachers without degrees a
test to qualify them with a certificate and their subsequent appointment.

2. Law 418 of December 5, 1932, conceived as a new general law

of studies.

3. Ordinance 508-37, referring to teacher training.

4. Law 543 of 1941, which initiates a National Literacy Campaign.

5. Ordinance 842-50 of September 28, 1950, which establishes new

curricula for primary, intermediate, secondary education and the
teaching

Organic Law of Education 2909 of June 5, 1951, which establishes the foundation
of Dominican education: its structure, content; it divides into public and
private. It establishes the levels, excludes higher education and becomes
primary public education is mandatory and at the same time free.
7. Law 3644 of September 23, 1953, that incorporates religion in the
public schools.
Resolution No. 3874 of June 16, 1954, issued by the Congress
National, through which an AGREEMENT between the Holy See is approved
(Vatican State) and the Dominican State (Concordat), which establishes the
teaching of Catholic religion and morals at all levels of education
state.

9. Ordinance 920-54 of November 4, 1954, which reforms the plan of

studies of higher normal schools.

Resolution No. 1026-59 of April 30, 1959, which puts into effect a
Training and Improvement Plan for the National Teaching Staff in service.
During the puppet government of Doctor Joaquín Balaguer, the Law was enacted.
5778 of December 31, 1961, providing for the University of Santo
Sunday of AUTONOMY and the UNIVERSITY CHARTER, which was abolished.
three years later by the government of the Triumvirate through Law 292 of December
December 1964.

Period 1961–1992.
During these thirty years, the country had multiple governments, although the period
longer is led by Balaguer and his twelve and ten years. The main ones
legislations have been:

Ordinance 2-69 of March 4, 1969, which establishes a new plan for

studies for national secondary education.

Ordinance 1-70, which seeks the comprehensive development of the student at the Level
Average, dividing this level into two cycles, of four and two years.

Ordinances 1-76 and 1-77, with the aim of increasing coverage of the
primary education and improve the quality of education, especially in the
rural area.
Current Education.

On the foundations of post-Trujillo education, we arrive at the years

ninety, where a great effort and consensus from the community began
educational and civil institutions of the country aim to reorient education
through the pathways of an efficient and effective system to the demands of reality
from this time. Thus the first Ten-Year Education Plan 1992–2002 was born.
This educational instrument was put into effect through a series of
legislations and actions, namely:

Ordinance 1-95, which establishes the curriculum for early childhood and basic education,

media, especially for adults starting from the school year 1995-1996.

Ordinance 1-96, which establishes the evaluation system of the curriculum of the
initial, primary, secondary, special, and adult education.

Law 66-97 of April 9, 1997, to regulate the renewed educational system

National: The purposes and aims of education focus on the students.

Ordinance 3-99, which modifies several articles of Ordinance 1-95 to

introduce several subjects.

Strategic Education Development Plan 2003–2012. This ten-year plan

for years, try to continue with a system with defined educational policies and
long range, but was discontinued in 2006 due to the new
educational authorities, who were from another political party.

Ten-Year Education Plan 2008–2018, which aims to reorient education,

especially emphasizing compliance with the school calendar and a
higher quality of education. Regarding the intentions of this Plan, the opinion is
Dr. Jenny Torres who "faces many problems, including those of
financing.
 THE CURRICULAR TRANSFORMATION

It is a key aspect to review how and under what conditions

The educational reform impacts the protagonists of the educational process.

The implementation of the new curriculum started in 1994.

It is understood that 'curricular design is a fundamental strategy for the

education to achieve its goals

Qualitative aspects of the curricular reform

Pedagogical perspective with which the reform is assumed

Changes in the content of the programs
Changes in educational practices and learning strategies
Changes in the relationships between the protagonists of the educational process.

NATIONAL EDUCATION PLAN

A National Education Plan (hereinafter PNE) is a way of planning

that is reflected in a document with a comprehensive, rational, and complex vision
from education based on the current situation and its projection into the future in
relationship with the national, regional, and global whole, which enables outlining the
education that future generations will have.

A plan like the one we propose consists of broad lines that...

Internal of the Educational System serve as a framework for the definition by
of the own System of the transformations to be carried out and for the policies
educational programs that are designed, implemented, and evaluated, as well as the

evaluation/self-evaluation.
 THE NEW CURRICULAR DESIGN

In the ICD, we call the curriculum design job training, which consists of
work immersion to update and broaden knowledge, skills
from the organizational dynamics that emerge from the world of work.

From our perspective, we consider it crucial to understand the challenge to the

competency-based training today. To reclaim how one learns and not what one learns.

learn (knowledge today has a short shelf life, it is changing, unstable,

uncertain), redefines abilities, skills and talents so far not
recognized or stimulated by many formal education systems.

QUESTIONS ABOUT CURRICULAR DESIGN

Doctor Sergio Tobón proposes fundamental questions for the revolution

essential of the curricular design in the Dominican educational system:

Why do we educate? To replicate the conditions of the current society until

the 20th century, or to develop Dominican talent with skills for
innovate, harness your imagination and creativity, and respond successfully to the
challenges of the future? Without a doubt, the answers to these questions challenge the
the implementation of mere educational reforms and bet on a revolution that
transform and redefine the design of strategies to stimulate competencies that
facilitate unlearning quickly by adding new ones skills for
successfully respond to the challenge of a society in its early stages of development and

fundamentally centered on innovation

 CONCLUSION

In conclusion, it is good to highlight that:

Education is a process that is assimilated to the sociocultural context and is

a fact that occurs permanently due to the condition and will of
man and of the towns of being and becoming, of dignifying and building oneself,
to rise and transform; thus, education is a presence
vital social that enables improvement, overcoming and
fullness.
The curricular design that consists of work immersion to update and
expand knowledge, skills from the dynamics
organizational structures that emerge from the world of work.
 BIBLIOGRAPHY

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What is a National Plan
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