La originalidad de este libro no es la búsqueda de la innovación por la innovación. Este libro es la síntesis de un acto de resistencia, no como resignación, sino como respuesta comprometida, creadora frente a los seculares abandonos y las nuevas pandemias.
Este libro fue perfilado en la “I Jornada de innovación educativa en el ande peruano en tiempos de pandemia” que sirvió de preámbulo para el desarrollo editorial. Tanto la jornada como el libro se enmarcan en el proyecto “Ponderar las necesidades educativas de los Andes peruanos en tiempos de pandemia. Encuentros para seguir educando”, del Vicerrectorado de Internacionalización y Cooperación de la Universitat de València, por la que se conceden las ayudas Cátedra UNESCO para acciones de Educación para el Desarrollo, Ciudadanía Global y Sensibilización 2020- 2021. Gracias al equipo formado por Ricard Huerta, Pilar Sanz, Amparo Tijeras, y el que escribe esta nota, Cristóbal Suárez, el apoyo de CRAERI y la inestimable coordinación de la Dirección Regional de Educación de Apurímac, órgano de gestión estatal del Ministerio de Educación del Perú, es que este libro llega a buen puerto y sirve, esperamos, poner en evidencia del trabajo comprometido y creativo del magisterio apurimeño, a quien va dedicado.
Luego de los generosos prólogos de Carles Padilla, Vicerector d’Internacionalització i Cooperació de la Universitat de València y de Lourdes del Carmen Vigil, Directora de la Dirección Regional de Educación Apurímac, así como de un capítulo escrito por los coordinadores del libro titulado “Praxis educativa y resiliencia docente en Apurímac”, y el exquisito capítulo de Ricard Huerta, “Creatividad, naturaleza y tecnologías digitales. Imagen de la escuela rural en Perú”, el libro se abre a su razón de ser: ocho trabajos de innovación educativa, seleccionados de un poco más de doscientos, presentados por docentes de la región de Apurímac.
Aunque el libro ha sido coordinado por docentes de la Universitat de València, ha sido vivido y escrito por los docentes apurimeños que buscaron dar respuesta a la pregunta “sencilla”: ¿qué hace un/a docente cuando la realidad educativa es más potente que la teoría? Las respuestas creadoras que los maestros y las maestras de los Andes peruanos ponen en marcha cuando el pensamiento pedagógico y su empatía social se cruzan como herramientas de trabajo son:
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Miriam Felicitas Cabezas Flores y Ronald Ortiz Centeno
I.E. Nº 55006-11 Modesto Gayoso Moras de Santiago Pata. UGEL Andahuaylas
Sembrando el diálogo familiar
Aldo Latorre Lovón, Eva Roxana Flores Jauregui, Braulio Chino Mamani, David Quintana Altamirano, Carlos Lizárraga Valer, Wendy Córdova Huaraca, Alida Anyosa Cáceres, Arturo Espinoza Cruz y Richard Hugo Barazorda Garcés
I.E.S. Ramón Castilla de Curahuasi. UGEL Abancay
Los chasquis pedagógicos en acción
María Elena Tapia Fuentes, Luis Vilca Acostupa, Dionicio Moraya Tapia
I.E. Nº 55008 Antonio Centeno Zela de Huaquirca. UGEL Antabamba
Leer, escribir y crecer en familia
Luz Marina Yovana Torres Avega, Ana Soria Serrano, Delia Norma Espinoza Pacheco
I.E. N°64 Divino Niño Jesús de Pairaca. UGEL Aymaraes
Un portafolio digital de aprendizaje desde casa
Alejandro Alcides Torres Huamán
I.E. 54479 de Curampa. UGEL Chincheros
La mochila de los saberes ancestrales
Lennin Leonid Portugal Quispe, Flor Yesica Mamani Vargas, Julián Portugal Hurtado, Marleny Sandra Choque Gonzales, Flor de María Quispe Pari, Eulogio Cabrera Escudero, Uber Gallegos Condori y Heine Peley Mamani Quispe
I.E. Nº 50911 Mariano Melgar de Chuicuni. UGEL Cotabambas
Aprender con un clima escolar
Gladys Valverde Huamanñahui
I.E. Fray Diego Ortiz de Progreso. UGEL Grau
El biohuerto familiar: espacio de aprendizaje en pandemia
María Luzmarina Quispe Munares, Yony Antezana Ccahuana y Elisa Bautista Saldívar
I.E.I. N° 171 de Pichiupata. UGEL Huancarama
En líneas generales, se trata de un acercamiento pedagógico creativo a la realidad del aula apurimeña, problemática, compleja y, con ello, también potente y diversa. Son trabajos, que más que aplicar una norma, una regla o un algoritmo, han encarado la complejidad de sus aulas desde la praxis educativa para ofrecer, con esfuerzo y valor, una respuesta innovadora. Se trata de experiencias pedagógica y socialmente comprometidas, con una idea que va más allá del reto laboral y que empata con el espíritu del Objetivo de Desarrollo Sostenible (ODS) N°4: «Garantizar una educación inclusiva, equitativa y de calidad, promoviendo oportunidades de aprendizaje, formándolos para la vida».
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