José Antonio Anaya RoaAlejandra Romahn de la Vega

Universidad Autónoma Chapingo

The Curriculum in an Agricultural University: Time to Change

CURRICULUM ORIGENCURRICULUM ORIGEN

CHARACTERISTIC OF HUMAN SOCIETY

The ability to make, have and transmit

CULTURE

Human behavior responds to

CULTURAL and HISTORICAL

influences based on the wishes and expectations of the community where

they live"

CULTURE All human activity that

modifies nature and persists in time as an expression of the

traditional life of a people

SOCIETY

CIVILIZATION

«cultural identity»«cultural identity» Related to each civilizationRelated to each civilization..

CULTURAL HERITAGECULTURAL HERITAGE

EGYPTEGYPT^HOUSE OF INSTRUCTION^^HOUSE OF INSTRUCTION^

TEMPLES TEMPLES MAYAMAYA

EDUBBUBAEDUBBUBA““HOUSE OF THE HOUSE OF THE

TABLET”TABLET”(3700 B.C.)(3700 B.C.)

CALMECACCALMECACSons of NoblesSons of Nobles

CURRICULUM ORIGENCURRICULUM ORIGEN

Repositories of the cultural heritage and spaces for preservation, recreation and elitism of transference of knowledge of trades of high society

Nobility: Priests, rulers, judges. Elite Warriors and Masters:They were trained in religion, reading, writing, mathematics, astronomy, history,

science, meditation, economics, government, discipline and moral values

ZIGURAT: SUMER

(Temples as «Wisdom Houses»)

CURRICULUM ORIGENCURRICULUM ORIGENAims and intentions

TELPOCHCALLI TELPOCHCALLI Common PeopleCommon People

Maintain supremacy and superior caste authority and the submission of lower castes

Regulate behavior through instruction: Warriors, farmers, artisans ...,

The school in Sumer was not created to educate.

The school was born for the wealthy class while the majority of the population remained illiterate.

The SCHOOL was born in Sumer [3700 B-C] as«PLACE WHERE YOU WERE TRAINED IN WRITING AND

NUMERICAL REGISTRATION» The cuneiform script was the first encoded information. It was adopted by akkadian as a semitic languageIt was adopted by akkadian as a semitic language The benefits of writing favored the business of the king,

priest, officials, the rich and merchants.

SCRIBE SCRIBE [DUB-SAR] Sumerian [TUPSRRUM] Akkadian[DUB-SAR] Sumerian [TUPSRRUM] Akkadian

"one who writes on a tablet""one who writes on a tablet"The administrative and political needs of the State The administrative and political needs of the State required to form scribesrequired to form scribesThe profession of scribe spread to Asia Minor, Syria, The profession of scribe spread to Asia Minor, Syria, Persia and the Egyptian empirePersia and the Egyptian empire

THE SCHOOL: SUMERIAN LEGACY FOR HUMANITY

The bases of the school system at professional levels:a) Basic level for the training of SCRIBES:b) Higher levels in various professional fields [University Palatina]

Pedagogy: Methodology and learning techniques. Curricular design based on social needs:

Aspects that are now required to validate a curriculum: Systematization of contents oriented towards the solution of problems; Close link between edubbuba and society.

The family educates The school only instructsTraining is achieved when the instruction is internalized

and the abilities of the student are developed through education.

Refers to behaviors transmitted through exemplification of

every day experiences.

Education starts in childhood and ends with death

EDUCATION

EDUCATION

Not owned by the school or university; It belong to humankind. Refers to intangible [human] values Reflects social behavior {Ethical] habits, customs, attitudes, etc. Helps to be useful in a society Promotes interpersonal relationships

THE PATH OF CURRENT EDUCATIONAL PROCESSES

HUMAN IS TRUE IRRELEVANT.

The current curriculum does not emerge from social needs but from globalized trends.

The State allows private sector participation into public education

THE MARKETING OF EUCATION

A BIG BUSINESS!Businessmen-educators getting a profit out of education

Essential principles for all vocational training:

Human formationPrinciples and Tools of Basic ScienceEssential agronomic culture promoting artistic, human, social and scientific development in Agriculture

CURRICULAR MODEL UACH

COMPULSIVE(disciplinar or especialized)

HIGH FLEXIBILITY (BROAD spectrum,

integral)

The work is conceived as a permanent and participatory process of reviewing and updating curricula, based on a curricular model organized by training centers, which would allow to broaden the educational offer

while facilitating the administration of current academic programs and the importance in their contents.

1. Organized in conceptual training centers :

Set of curricular elements that characterize the student of the UACh in his different stages of his professional formation until his retirement.

The curricular elements must concur inter, trans and multi disciplinary as a principle of unity of agronomic knowledge beyond the disciplines separately

The backbone of the curriculum will be agronomy as a social activity and eminently practical to avoid the theoretical reproduction of agronomic knowledge

Based on epistemological foundations, the knowledge acquired will be systematized and integrated into the processes related to the field of agronomy for evaluation.

CURRICULAR MODEL UACH

VERTICAL CURRICULUM MODEL UACH

2. Agronomic Essential Block: Mandatory subjects for agronomic training. They decrease with the exit profile.

a) Activities typical of traditional agriculture, essentially practical and in a socio-cultural context (Contemporary sociology, Vigotskiy)

b) Interdisciplinary theoretical-practical activities in agricultural production systems, structured in the agroecosystem with a focus on national food supply and sovereignty.

1. Basic Block: Obligatory subjects for the exercise of any university profession. They decrease with the exit profile.

a) Integrate disciplinary fields of Formal Sciences, Natural Factual Sciences, Human Factual Sciences.

b) Basic contents with focus and application to the agronomic sciences that are supports of the Agronomic Sciences

4. Bloque Optativas:

a) Asignaturas de elección libre por el alumno como parte fundamental del proceso docente-educativo que da versatilidad en su formación integral: científica-técnica, cultural, artística, político-institucional, etcétera.

b) Toda materia que se imparta en la Universidad podrá ser considerada como obligatoria, electiva u optativa de acuerdo al plan de estudio de la carrera y la seriación correspondiente.

3. Specialization Block (Electives): Matters concerning the different fields and areas of professional activity in the agricultural sciences. They increase with the egress profile as components of HIGH FLEXIBILITY.

4. They are career subjects for a disciplinary (current) or comprehensive (broad spectrum holistic) graduation profile according to the professional field of preference of the student.

5. The student chooses an egress modality by attending elective subjects based on a serial subjects in a given course curricular line

6. Inclusive (transdisciplinary and holistic) curricular components are included in REGIONAL CENTERS (*) concerning real problems of the labor field.

7. They may include subjects offered by other universities, based on the corresponding interinstitutional collaboration regulations.

8. Since it enables:Establish biannual curricular modules corresponding to the spheres and fields of professional activity in your region, in the last years of the courses offered in the UACH

MODELS ESTABLISHED BY LAW

Decree of creation UACh by the Congress of the Union in 1974

Educational:Ascribing young

people from the rural and rural areas to

form them as integral agricultural

professionals to attend to the

problems in the agricultural and national forest environment.

Social : Sustained in attending to the multiplicity of factors inherent to the problems of Mexican

agriculture and promoting social change, raising the economic and cultural level of the

rural environment for the independent development of the country

Academics Agricultural

university focused on the study of rural

and peasant problems to solve through teaching, research, social

service Academic StructureDivisional Matrix Organization with highly

flexible interdisciplinary programs that allow the selection of subjects from

different careers for a comprehensive and comprehensive understanding of the

profession related to the fields and spheres of the national agricultural and forestry

sector

AGRONOMY: Applied Science in any of its modalities

AGRONOMIC SCIENCES

NATURAL FACTUAL SCIENCES

HUMAN FACTUAL SCIENCES

FACTUAL SCIENCES

MATRICIAL ACADEMIC ORGANIZATIONUACh

AGRONOMIC SCIENCES DIVISION

DIVISION

MATHEMATICS

AND

NATURAL

SCIENCES

DIVISION

HUMAN

SCIENCES