Complementary Programs in the new conception of the institutional curriculum

Abstract

The Third Improvement, as a continuous process of the National Education System, began (2014) the pedagogical experimentation of the new forms of work in institutions and educational modalities in six provinces of the country and later, in its generalization stage (2018) it was extended to all provinces and popular councils. Our province, Havana, participated in both moments, and the San Agustín council was selected. Teaching materials were also implemented by groups and grades established in the different educations and modalities. The new ways of working led to transformations in the functioning of educational institutions and modalities, aimed at making the student the center of the educational process, managing to raise its quality based on the system of activities and relationships designed. The institutional educational project and the group educational project materialize the curriculum (forms of work). This includes the complementary activities that promote the identity of this institutional curriculum. Among its typology are complementary programs, the objective of this article. During the accompaniment carried out at the Eterno Baraguá institution of Primary Education in La Lisa, instruments were applied to update the teaching diagnosis and to carry out complementary activities based on the application of theoretical, empirical and mathematical methods, the need for continue training teachers in the selection and development of complementary programs. The methodological preparations carried out for this purpose caused a great impact, enabling the development of new complementary programs to attend to educational needs and the proposal to structure workshops to teach in the improvement course at the municipal level.