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Presentación

La Secretaría de Educación Pública (SEP) edita la serie Teoría y prácticacurricular de la educación básica , para continuar apoyando la consolida-ción de la Reforma Integral de la Educación Básica (RIEB). Su propósitoes impulsar la comprensión de los enfoques, campos formativos, asigna-turas y contenidos del currículo nacional, apoyar la enseñanza en los dis-tintos campos formativos y asignaturas en los tres niveles de la educación

básica (preescolar, primaria y secundaria) y, al mismo tiempo, convertir-se en una herramienta útil para fortalecer la actualización y formacióncontinua de los y las docentes en los distintos espacios disciplinares de laeducación básica.

Con esta serie, la SEP pretende establecer un diálogo entre la produc-ción vanguardista del conocimiento y su aplicación sistemática en las es-cuelas de educación básica, como una vía más para promover aprendiza-

jes pertinentes que contribuyan al logro del perl de egreso y al desarrollo

de competencias para la vida al nal de este trayecto formativo.Los títulos que conforman la serie han sido cuidadosamente elabora-

dos por especialistas a nivel nacional e internacional en los diferentes cam-pos que integran el currículo de educación básica, con el n de apoyar la


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comprensión de los procesos de transformación curricular que en el marcode la RIEB experimentan docentes, directivos, personal técnico y de apoyo,

así como alumnos en los jardines de niños y en los planteles de educaciónprimaria y secundaria.

Asimismo, se abordan temas relativos a los campos formativos delcurrículo nacional de la educación básica de las siguientes asignaturassegún su distribución en los planes y programas correspondientes: Mate-máticas, Ciencias, Formación Cívica y Ética, Historia, Geografía, Artes, yEducación Física. En cada volumen se presenta un panorama actualizadodel desarrollo de las didácticas de las asignaturas así como sus enfoques

pedagógicos y las sugerencias para su tratamiento en cada nivel educativo.La serie Teoría y práctica curricular de la educación básica se suma a otras

acciones de producción de materiales y desarrollo de actividades de actuali-

zación con el compromiso de fortalecer la formación continua de los docen-

tes de educación básica, mediante la promoción del análisis y discusión de

temas de apoyo didáctico relacionados con el tratamiento de los contenidos

de aprendizaje y sus enfoques, con el n de contribuir a mejorar la calidad de

la educación básica en México.

Secretaría de Educación Pública


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Introducción

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Tabla 1. Tiempo asignado a la enseñanza del arte por regiones

mundiales y periodos históricos (en porcentaje)Z

Región 1920-1944 1945-1969 1970-1986

QBM#$.* J*/$6* ZaIb ^I\ \

N..$3"6/" ZYIb ZYI\ ZcIb

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Fuente: D. H. Kamens y Y. K. Cha (1999), “La legitimación de las nuevas asignaturas en la escolari-zación de masas: orígenes (siglo XIX ) y difusión (siglo XX ) de la enseñanza de arte y de la educaciónfísica”, en Revista de Estudios del Currículum , vol. 2, núm. 1, pp. 62-86.

1 En el texto, la “región occidente” se refiere a Europa.


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2 Bamford habla de formas artísticas, pero en este texto nos referimos a lenguajes artísticos.


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Tabla 2. Habilidades y actitudes que se desarrollan

en el eje de enseñanza y aprendizaje de las artes3

E j e s d e e n s e ñ a n z a

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0(6/"W/1*2$L*.$56I nro8" :18.* F1" "2 *21B6(3" 8".163*#$* *3F1$"#*.#$/"#$( D*#* (:8"#>*#+ .(BD#"63"# D(# F1MV*6 .*B:$*3( 2*8B*6$C"8/*.$(6"8 *#/)8/$.*8* 2( 2*#@( 3"2 /$"BD(E + "6F1M B(3( 8" #"2*.$(6*6.(6 (/#(8 -B:$/(8 3" 2* >$3*.(B( 2* .$"6.$*E 2* #"2$@$56E2* ".(6(B)* ( 2* D(2)/$.*I,(# (/#( 2*3(E 2"8 D"#B$/"/(B*# .(6.$"6.$* 3" 2*6"."8$3*3 3" #"8D"/*# +D#"8"#>*# 2*8 (:#*8 *#/)8/$.*8.(B( D*#/" 3"2 D*/#$B(6$(.12/1#*2 .(2"./$>( + 2* #$F1"L* .12/1#*2 3" 2*8(.$"3*3E B"3$*6/" 2*.(BD*#*.$56 3" 3$>"#8*8"WD"#$"6.$*8 *#/)8/$.*8I

3 El texto de la tabla se tomó de forma íntegra de: SEP (2006:17-18).


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4 El sistema educativo mexicano cuenta con una trayectoria de atención educativa a la diversidad en muchos aspectos: educaciónindígena, multigrado, Programa de Fortalecimiento a la Educación Especial, entre otros. En los programas de la educación bási-ca incorpora temas como el respeto a la diversidad que se abordan en más de una asignatura.


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Tabla 3. Disciplinas que se incluyen en la educación artística (porcentajes)

Disciplinas Porcentajes Disciplinas Porcentajes

;$:1d( ^] '"*/#( _X

?98$.* ^] Q#/" 3$@$/*2 ]a

?*61*2$3*3"8 \\ ;$8"S( ]a

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;*6L* _] N/#*8b Y

Fuente: A. Bamford (2009), El factor ¡wuau! El papel de las artes en la educación. Un estudio internacional sobre el impacto de las artesen la educación , Barcelona, Octaedro, p. 58.

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5 En la parte cualitativa, indica Bamford, aparecieron gran cantidad de disciplinas enumeradas que no se reflejan en la parte cuan-titativa.


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Tabla 4. Características estructurales y metodológicas

de los programas artísticos de calidad

Estructura Método

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Fuente: A. Bamford (2009), El factor ¡wuau! El papel de las artes en la educación. Un estudio internacional sobre el impacto de las artesen la educación , Barcelona, Octaedro, p. 107.

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