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Articulated Structure of The Educational Project

The Educational Project of the Instituto Profesional Virginio Gómez is structured around two main ideas: 

A teaching centered on significant critical learning in collaborative contexts, and training focused on the achievement of competent performance in multidisciplinary globalized contexts.
A Teaching centered on Significant Critical Learning in Collaborative Contexts 
The idea of learning is not unique and depends on the psychological current that is chosen as the framework. Associationist theories, which had a great impact during the last century, present learning as "implantation" or "change", the product of an association between the responses of the learners and the stimuli that drive or reinforce them. In contrast, cognoscitivists theories focus attention on what is happening both inside the learner and his/her surroundings. These models attempt to account for the phenomenon of learning in terms of mental processes, where the person learning does this through an internal reorganization of the information, building representations in their mind in order to understand and explain the world around them. One of the concepts underlying these investigative traditions that of significative learning, which occurs when there is substantial interaction between prior knowledge and potentially-significant new information; for this reason, prior knowledge is composed in  the isolated variable that has most influences on the students' learning.
In significative learning, the learner is not a passive recipient, quite the contrary, he/she should make use of the meanings they have already internalized in order to capture the meanings of educational materials. For significative learning to occur helpful programming principles must be respected, for example, the processes of progressive differentiation and integrative reconciliation. Another fundamental aspect is that the student must manifest a willingness to relate, in a way not arbitrary nor literal, the meanings captured from new educational materials with their cognitive structure.
Now, in these times of modernization and globalization, to speak only of significative learning is insufficient, since someone could learn something significantly that does not contribute to their development nor their social integration; for this reason, one speaks today of the need to foster significative critical learning that allows an individual to insert themself in their culture and in turn observe it critically. For this, it is necessary to take care in the different levels of curricular precision of the following methodological guidelines:

Learn questions instead of answers.
When you learn to formulate relevant, appropriate and substantial questions, you learn to learn.
Learning from different educational materials.
 Teachers and students rely too much on the "guidebooks" as if knowledge were there, waiting to be learned without any questioning. To analyze situations or phenomena of interest for instructional purposes, involves questioning: What is the phenomenon or study event? What is the basic question that you are attempting to answer?, What are the concepts involved? What are the methodological procedures? What knowledge is expected and produced? What is the value of that knowledge?
Learn that we are all recipients and renderers in the world.
One of the basic assumptions of cognitive psychology is that human beings don’t understand the world directly but rather that they represent it internally.
Learn that language is present in all human attempts to understand and explain reality.
Practically everything that is denominated knowledge is language. This implies that the key to the understanding of a "disciplinary content" is to know the language of the discipline which shelters the content. A "discipline" is a way of seeing the world, a way of knowing, and all that is known in the "discipline" is inseparable from the symbols or forms of representation in which the knowledge produced by it is encoded.
Learn that the meaning is in people and not in words.
One cannot help thinking that when words are used to name things, the meanings of words change from one context to another. An episode of teaching-learning takes place when the teacher and the student share meanings about the educational materials in the curriculum.

Learn that humans learn to correct their mistakes.
 To err is human nature and people learn to correct their mistakes. What is a mistake is to think that certainty exists, that truth is absolute and that knowledge is permanent. Educational institutions punish the error and seek to promote the learning of facts, laws, concepts and theories, as permanent and absolute truths, which promotes and encourages learning by rote or mechanically.
Learn to unlearn, to not use concepts and strategies irrelevant or "hindering" to the understanding of the situation under analysis.
To learn in a significative way, it is essential to relate prior knowledge and new knowledge; however, when prior knowledge is an impediment to grasping the meanings of new knowledge, we need to unlearn ..., not in the sense of "delete or remove" some knowledge and already-existing cognitive structure, but in the sense of not using it as an element of conceptual anchoring.
Learn that questions are instruments of perception and that definitions and metaphors are tools for thinking.
Significative learning will be "critical" only when the student understands that definitions are human inventions, that everything you "know" was originated by queries or questions and that all knowledge is metaphorical.
Today the student must have the ability to learn critically, as this will provide the tools that will allow them learn to learn in the future, because information changes and professions are continually evolving and resignifying the concepts on which they are based. The ability to perform in a collaborative and inclusive capacity must be developed, as knowledge is constructed by integrating, and the growth and development of science and technology make it become increasingly more imperative to be linked to others, to generate networks and work on joint projects.
The Educational Project at the Institute aims to formalize in the Institute the passing away of an education model focused on teaching (where the teacher takes an active role and the student a passive role to "absorb" information without question) to a model of education centered on learning, where the students assume the active role with a critical posture and aware of the need to work from and for social contexts.

A Formation Centered on the Achievement of Competent Performances in Globalized and multidisciplinary contexts
The second thrust of this educational project is related to the formation to achieve competent performance in globalized and multidisciplinary contexts. Thanks to the development of TIC’s  global processes evolve rapidly, for this reason, the ability to work in collaborative and multidisciplinary contexts is required, and for this reason the capacity to develop a clear and effective communication in their own language and in other languages is required. Virginio Gómez Professional Institute Graduates have to demonstrate this imprint of knowledge and ability to evolve in globalization, but without ignoring their own culture and identity. 
Assuming that knowledge is built in an integrated manner and not through isolated capsules of information, the Virginio Gómez Professional Institute aims to overcome the tradition and hegemony of content-based curriculum, so that careers that are taught there will be required to at least develop multidisciplines as a structuring element, which will lead to the necessary introduction of curricular elements that facilitate and intend curricular integration and the joint construction of knowledge.

However, since knowledge is organized in heterogeneous and informal groups of problems or situations, its assumption and learning will permit the cognitive structuring of schemes of operation that will be responsible for a certain behavior ("know how to act") faced with a given situation. Thus, for a person to act with success faced with a specific situation in globalized and multidisciplinary contexts requires an adequate language development and a rigorous conceptualization and, hence, various complex situations that must be addressed by the student during the formative process.
The previously mentioned obviously has profound implications at a curricular and cultural level.