CURRICULAR MANAGEMENT BY FORMATIVE PROJECTS WITH A SOCIO-FORMATIVE APPROACH IN THE IMPROVEMENT OF UNIVERSITY PROFESSIONAL TRAINING

Nicéforo Bustamante Paulino

Universidad Nacional Hermilio Valdizán

https://orcid.org/0000-0002-8582-269X

Ido Lugo Villegas

Universidad Nacional Hermilio Valdizán

https://orcid.org/0000-0002-5523-6438

Maruja  Agripina  Rodríguez Arteaga

Institución Educativa Mario Vargas Llosa

https://orcid.org/0000-0002-9882-0765

Adalberto Pérez Naupay

Universidad Nacional Hermilio Valdizán

https://orcid.org/0000-0001-7555-1710

Lolo Pérez Naupay

Universidad Nacional Hermilio Valdizán

https://orcid.org/0000-0001-5641-5764

Claudia Rocio Otálora Martinez

Universidad Nacional Hermilio Valdizán

Orcid:  0000-0002-2584-0327

Abstract

In recent years, curriculum management processes have become a topic of common discussion in university faculties, by academics who understand the curriculum of professional training, of which the Universidad Nacional Hermilio Valdizán is no stranger, through its Professional School of Historical, Social and Geographical Sciences, which has been implementing a curriculum based on training projects with the socio-training approach. The preliminary results in terms of planning, execution, implementation and achievement of competencies are evaluated in the present study: To evaluate the curricular management by formative projects with socio-formative approach that improves the university professional formation in students of the Professional School of Historical, Social and Geographical Sciences. For the achievement of this purpose, a questionnaire was applied to the involved actors (teachers and students) and, for the theoretical part, bibliographic files of consultation to the scientific repositories and the database of Scopus, Science Direct and Google Scholar were carried out. The results yielded substantial and surprising data from the respondents, and it is concluded that curricular management by formative projects with a socio-formative approach significantly improves university professional training in students of the Professional School of Historical, Social and Geographical Sciences, considering that teachers and students have a high percentage of participation in planning, execution and curricular implementation.

Keyword: Curriculum, competence, complexity, planning, execution, implementation.