GESTI 3N CURRICULAR DESDE LA VISI 3N DEL DOCENTE COMO CONSTRUCTOR DE CURR\ucdCULO

El presente art\uedculo muestra herramientas te\uf3ricas-metodol\uf3gicas para gestionar el curr\uedculo desde las construcciones propuestas por los docentes para dinamizar y articular su pr\ue1ctica pedag\uf3gica con las necesidades de su contexto educativo. Emerge como un hallazgo de la investigaci\uf3n sobre el quehacer docente en la educaci\uf3n primaria, estudio que se asumi\uf3 bajo los principios del paradigma interpretativo desde la perspectiva cualitativa, lo que posibilit\uf3 la comprensi\uf3n del fen\uf3meno de estudio desde los significados y sentidos compartidos por los propios versionantes. Se obtuvo como aproximaci\uf3n te\uf3rica metodol\uf3gica que la gesti\uf3n curricular desde la visi\uf3n del docente como constructor de curr\uedculo es un proceso sistem\ue1tico de integraci\uf3n al interior de las instituciones educativas, orientado a centrar esfuerzos con los actores de la comunidad educativa para reconstruir un conjunto de postulados te\uf3ricos en el accionar educativo, con miras a dinamizar los procesos formativos a fin de establecer nuevos sentidos y significados a la educaci\uf3n. Palabras Clave: gesti\uf3n curricular, docente, curr\uedculo. ABSTRACT This article shows theoretical-methodological tools to manage the curriculum from the constructions proposed by teachers to dynamize and articulate their pedagogical practice with the needs of their educational context. Emerges as a finding of the research on teaching in primary education, a study that was assumed under the principles of the interpretive paradigm from the qualitative perspective, which made possible the understanding of the phenomenon of study from the meanings and meanings shared by the versions themselves. . It was obtained as a methodological theoretical approach that curricular management from the view of the teacher as a curriculum builder is a systematic process of integration within the educational institutions, aimed at focusing efforts with the actors of the educational community to reconstruct a set of theoretical postulates in the educational action, with a view to stimulating the formative processes in order to establish new meanings and meanings to education. Keywords: curricular management, teaching, curriculum.