Pedagogical proposals, curricular frameworks and training of teachers of Transversal and Socioemotional Competences
The international workshop brought together representatives from seven countries to deepen the development of Transversal and Socioemotional Competences, to agree on methodologies and to establish a common working agenda in Latin America.
Montevideo, 27 February 2019.
The fifth Workshop of the "Inclusive Development in Latin America: a Great Opportunity for Governments and Social Actors" Project (DIALOGAS)", coordinated by AGCID, will be held from 27 February to 1 March thanks to the support of the European Union, through the ADELANTE programme, and the collaboration of the Instituto Ítalo Latinoamericano (IILA). Participants include public institutions from Argentina, Chile, Colombia, Guatemala, Italy, Panama, Uruguay and Venezuela that also participate in the Regional Table for Technical Cooperation on Transversal and Socio-Emotional Competences (MESACTS).
The opening day was chaired by Mrs. Alex Mazzei, President of the Board of Directors of the National Institute for Educational Evaluation (Instituto Nacional de Evaluación Educativa - INEEd) - Uruguay; Mrs. Ana Lopater, General Director of the Council for Training in Education (Consejo de Formación en Educación - CFE); Mrs. Dinorah Singer, representative of the Development Bank of Latin America (Banco de Desarrollo de América Latina - CAF), and Mr. Cristian Brisacani, representative of the International Italo-Latin American Organization (Organizzazione Internazionale Italo-Latino Americana - IILA). Later, the experience of "Chile facilitadores" presented by SENCE Chile and the experiences of Uruguay through the "Responsible Education Programme" implemented by Plan Ceibal / Emocionarte, and the programme of Intervention in Adolescent Cohabitation of the Catholic University of Uruguay were shared.
During the next two days of work, the development of pedagogical proposals and curricular frameworks will be deepened. Likewise, the processes and challenges in the formulation and implementation of these training initiatives for educational actors in CTSE will be analyzed. Finally, the work will be oriented towards the elaboration of a document of guidelines for the incorporation of transversal and socio-emotional competences in pedagogical proposals, curricular frameworks and training of educators and educational actors validated by the representative countries.
