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Esta edición estuvo a cargo de la Dirección General de Normatividad, perteneciente a laSubsecretaría de Educación Básica y Normal. Serie Cuadernos de Discusión, con el títuloHacia una política integral para la formación y el desarrollo profesional de los maestros deeducación básica

Coordinación editorialEsteban Manteca Aguirre

Cuidado de la ediciónRubén Fischer

Diseño de portada e interioresDGN/Inés P. Barrera

Formación electrónicaInés Patricia Barrera

Primera edición, 2003

D.R. © SECRETARÍA DE EDUCACIÓN PÚBLICA, 2003Argentina 28Col. Centro, C.P. 06020México, D.F.

ISBN 968-5710-21-X

Impreso en México

MATERIAL GRATUITO PARA MAESTROS • PROHIBIDA SU VENTA

Presentación

La Secretaría de Educación Pública distribuye en forma gratuita los Cuadernos deDiscusión a los directivos, profesores, alumnos, especialistas, investigadores y otrossectores interesados en el debate sobre la formación docente. Los Cuadernos tie-nen como propósito promover el diálogo razonado de todos los actores en el pro-ceso de participación y consulta nacional con miras a definir y establecer una políticaintegral para la formación y el desarrollo profesional de los maestros de educaciónbásica.

En los Cuadernos se presentarán un conjunto de textos, producidos en Méxicoy en otros países, que aportan elementos relacionados con la formación de losmaestros como profesionales de la educación. Los textos y materiales se referirán alos aspectos que se incluyen en cada uno de los temas de discusión que orientan elproceso de consulta, o ampliarán la información sobre los aspectos relevantes aconsiderar para la definición de la política integral.

Con seguridad, la reflexión y la discusión colectiva que se generen a partir delanálisis de los Cuadernos enriquecerán las líneas de política y las estrategias necesa-rias para elevar la calidad de los servicios de formación y desarrollo profesional delos maestros y, por ende, de la atención a los niños y jóvenes que asisten a la educa-ción básica.

Los Cuadernos, por otra parte, se suman al conjunto de acciones y materialesque apoyan la actualización de los maestros de educación básica y de los profeso-res de instituciones que se hacen cargo de la formación docente.

Los Cuadernos de Discusión se podrán consultar, además, en la página http://www.formaciondocente.sep.gob.mx. Los comentarios y sugerencias se recibirán en elcorreo electrónico: [email protected].

La Secretaría de Educación Pública confía en que este esfuerzo cumpla con lospropósitos planteados y espera que los lectores participen de manera responsabley comprometida en el proceso de consulta nacional.

Secretaría de Educación Pública

Índice

Prólogo 7

Introducción 9

I.La visión de la educación básica y el perfil de los maestros 11

II. El desarrollo profesional de los maestros 19

1. La profesionalización de los maestros como proceso permanente 19

2. Los componentes de una nueva propuesta para la formación

y el desarrollo profesional de los maestros 22

III. La situación actual de los servicios de formación 27

1. La formación inicial que realizan las escuelas normales 27

2. La formación de profesores para el medio indígena 37

3. La actualización y capacitación de los maestros en servicio 40

4. Los servicios de formación de la Universidad Pedagógica Nacional 53

5. Los servicios de los Centros de Actualización del Magisterio (CAM) 59

6. La oferta de posgrado dirigida a maestros de educación básica y normal 63

IV. La integración de los sistemas estatales de formación de maestros

y la coordinación del sistema nacional 68

V. Temario para la participación y la consulta 75

VI. Las fases del proceso de participación y consulta 79

Esquema del proceso 86

7Cuadernos de Discusión•••••••1

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Cuadernos de Discusión•••••••1

Introducción

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17



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19



II. El desarrollo profesional de los maestros

1. La profesionalización de los maestros comoproceso permanente

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21



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a) Avanzar en la profesionalización docente, mejorando las competenciaspedagógicas y el desempeño laboral.

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b) Fortalecer un sistema de formación permanente centrado en la escuela.

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#$%D%$F-&(=@

c) Favorecer el intercambio de experiencias y la reflexión sobre la propiapráctica y la práctica de sus colegas en la institución escolar en que eldocente se desempeña@

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=(%)$%&(.-)()@

d) Reconocer al docente como un sujeto activo, responsable y constructorde su formación profesional.

!"%+$&$"(*-,%-+&.'-*%.(%2(*#-&-2(&-3+%(&#-J(%)$%.,"%),&$+#$"%$+%.("%$"#*(#$K-("%1'$

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**,..(N%2(*(%$..,;%"$%2*,2-&-(*M%.(%*$F.$S-3+%D%.(%$J(.'(&-3+%)$%.(%2*M&#-&(;%)$")$%.,"

2*,2-,"%),&$+#$"%-+J,.'&*(),"@

2. Los componentes de una nueva propuesta para la formacióny el desarrollo profesional de los maestros

A(%&,+"#*'&&-3+%)$%'+(%+'$J(%2*,2'$"#(%0("()(%$+%.(%2*,F$"-,+(.-=(&-3+%)$%.(

$+"$W(+=(%&,+"-)$*(%.(%F,*/(&-3+%),&$+#$%&,/,%'+%2*,&$",%-+#$K*(.%)$%F("$"%D

23



M/0-#,"%-+#$**$.(&-,+(),"Z%()/-#-*%$+%.(%&(**$*(%(%.,"%$"#')-(+#$"%2,#$+&-(./$+#$

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Documento base


a) Ingreso a la carrera docente

A(%$+"$W(+=(%)$0$%"$*%J(.,*()(%&,/,%'+(%,&'2(&-3+%J(.-,"(%$%-+)-"2$+"(0.$

2(*(%$.%)$"(**,..,%)$.%2(>"@%!"%+$&$"(*-,%..$J(*%(%&(0,%$"#*(#$K-("%1'$%2$*/-#(+

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$S-"#(+%2$*"2$&#-J("%*(=,+(0.$"%2(*(%.(%"(#-"F(&&-3+%2$*",+(.%)$+#*,%)$%.(%2*,F$L

"-3+@%A(%*$K.(%K$+$*(.%)$0$%"$*%"$.$&&-,+(*%&(+)-)(#,"%+,%"3.,%&,+%.("%/$O,*$"

&(.-F-&(&-,+$"%(&()R/-&("%2,"-0.$";% "-+,% #(/0-R+% &,+% *("K,"%)$%2$*",+(.-)()

)$"$(0.$"@

b) Formación inicial

8$%*$1'-$*$%)$%'+%/,)$.,%&'**-&'.(*%1'$%2$*/-#(%(%.,"%F'#'*,"%),&$+#$"%()1'-*-*

.("%&,/2$#$+&-("%0M"-&("%2(*(%.(%$+"$W(+=(;%&$+#*()(%$+%.,"%2*,23"-#,";%$+F,1'$";

&,+#$+-),"%D%2*M&#-&("%)$%.(%$)'&(&-3+%0M"-&(;%(">%&,/,%)$"(**,..(*%&(2(&-)(L

)$"%1'$%F(J,*$&$+%$.%(2*$+)-=(O$%2$*/(+$+#$%D%('#3+,/,;%#(+#,%(%2(*#-*%)$%.(%$S2$L

*-$+&-(%&,/,%)$.%$"#')-,%"-"#$/M#-&,@%!"#(%F,*/(&-3+%V(%)$%.,K*(*"$%$+%&,+)-&-,+$"

,*K(+-=(#-J("%D%)$%F'+&-,+(/-$+#,%)$%.,"%2.(+#$.$"%1'$%$"#-/'.$+%$.%(2*$+)-=(O$

2*,F$"-,+(.@%!+%$"#$%"$+#-),;%.(%2*$2(*(&-3+%D%)$)-&(&-3+%)$.%2$*",+(.%),&$+#$%$+&(*L

K(),%)$%.(%F,*/(&-3+%-+-&-(.%)$%/($"#*,"%$"%'+%F(&#,*%&.(J$N%2,*%$..,;%$"%$"$+&-(.

2*,/,J$*%#(/0-R+%"'%2*,F$"-,+(.-=(&-3+@

c) Ingreso al servicio

!"%+$&$"(*-,%$"#(0.$&$*%/$&(+-"/,"%)$%"$.$&&-3+%&,+F-(0.$"%1'$%2$*/-#(+%-+L

&,*2,*(*%(.%"$*J-&-,%(%2*,F$",*$"%1'$%*$:+(+%$.%2$*F-.%2*,F$"-,+(.%*$1'$*-),;%)$%#(.

/(+$*(%1'$%#,),"%.,"%+-W,"%D%(),.$"&$+#$"%&'$+#$+%&,+%/($"#*,"%&,/2$#$+#$"N

2,*%#(+#,;%$"%*$&,/$+)(0.$%1'$%.("%2.(=("%)-"2,+-0.$"%2,*%-+&-)$+&-("%)$%2$*",L

+(.%D%2,*%+'$J(%&*$(&-3+%1'$%"$%K$+$*(+%$+%$.%"$*J-&-,%$)'&(#-J,%"$%("-K+$+%&,+L

F,*/$%(%&*-#$*-,"%D%2*,&$)-/-$+#,"%,0O$#-J,"%D%#*(+"2(*$+#$"@

25



d) Formación continua

A,K*(*%1'$%#,),"%.,"%/($"#*,"%#$+K(+%.(%2,"-0-.-)()%)$%2*,"$K'-*%"'%F,*/(&-3+

2*,F$"-,+(.;%&,+..$J(%-/2.$/$+#(*%/,)(.-)()$"%)-J$*"(";%()$&'()(/$+#$%(*#-&'L

.()("%D%&,V$*$+#$";%1'$%(#-$+)(+%.("%+$&$"-)()$"%)$%(2*$+)-=(O$%)$%.,"%/($"#*,";

F(J,*$=&(+%$.%/$O,*(/-$+#,%)$%"'%2*M&#-&(%),&$+#$%D%$.-/-+$+%.("%2*M&#-&("%0'*,&*ML

#-&("%1'$%)$"(.-$+#(+%"'%(2*,J$&V(/-$+#,N%$"#(%)-J$*"-)()%)$%,2&-,+$"%+,%)$0$

-*%$+%/$+,"&(0,%)$%.(%&(.-)()@%T)$/M";%.,"%/($"#*,"%)$0$+%(&*$)-#(*%"'%&(2(&-L

)()%2(*(%$O$*&$*%.(%2*,F$"-3+%)'*(+#$%"'%2$*/(+$+&-(%$+%.("%$"&'$.("@

e) Incentivos

!"%+$&$"(*-,%(J(+=(*%V(&-(%'+%+'$J,%/(*&,%)$%-+&$+#-J,"%2*,F$"-,+(.$"%2(*(%.,"

/($"#*,";%1'$%"'2$*$%$.%(&#'(./$+#$%$"#(0.$&-),%(%#*(JR"%)$%.(%P(**$*(%Y(K-"#$*-(.

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#(*%*$.(&-,+(),"%&,+%.(%/$O,*(%)$.%(2*$+)-=(O$%D%)$"$/2$W,%2*,F$"-,+(.%U-+)-J-L

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D%$.%*$"2$#,%(%"'"%)$*$&V,"N%(%&(/0-,;%#-$+$+%1'$%*$&,+,&$*%D%&'/2.-*%2.$+(/$+L

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&,/'+-)()%$"&,.(*@

f) Estándares de desempeño y evaluación

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Documento base


F("$"%)$.%2*,&$",Z%"$.$&&-3+%)$%("2-*(+#$"%(%.(%2*,F$"-3+N%)$"$/2$W,%(&()R/-&,

)$%.,"%F'#'*,"%2*,F$",*$"N%2*$2(*(&-3+%D%)$)-&(&-3+%)$%.,"%F,*/(),*$"%)$%),&$+L

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"-)()$"%)$%.(%$)'&(&-3+%0M"-&(@

27



III. La situación actual de los servicios de formación

T%&,+#-+'(&-3+% "$%2*$"$+#(%'+%0(.(+&$%K$+$*(.% )$% .,"% 2*,K*(/("% D% "$*J-&-,"

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2(.;%.("%(&&-,+$"%*$(.-=()("%D%.,"%*$"'.#(),"%/M"%-/2,*#(+#$";%(">%&,/,%.,"%*$#,"

$+% .(% F,*/(&-3+% -+-&-(.;% .(%(&#'(.-=(&-3+;% .(%&(2(&-#(&-3+%D% .(%"'2$*(&-3+%2*,F$L

"-,+(.%)$%.,"%/($"#*,"@

1. La formación inicial que realizan las escuelas normales

T%2(*#-*%)$%Beef% .(%8$&*$#(*>(%)$%!)'&(&-3+%9:0.-&(;%$+%&,,*)-+(&-3+%&,+% .("

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Documento base


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Documento base


IV. La integración de los sistemas estatales deformación de maestros y la coordinacióndel sistema nacional

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79



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El cuidado de la edición estuvo a cargo de la Dirección Generalde Normatividad de la Secretaría de Educación Pública.

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