Area
social Sciences
Sub-Discipline
Education Sciences
Metropolitan University of Education Sciences
- City: Santiago,
- Municipality: Ñuñoa,
- Region: Metropolitan Region
goals
The Master's Program in Integrated Didactics for Basic Education aims to strengthen professional practices by training leaders for educational change at the primary education level. The program focuses pedagogical and research practices on the unique characteristics of basic education, recognizing it as a space for educational research and development with its own paradigms that respect children as subjects of rights, protagonists of their own learning, and active participants in understanding the world through living and being part of it.
Applicant Profile
A Bachelor's degree or professional title awarded by a national or foreign educational institution, with a minimum duration of eight semesters. In the case of a foreign educational institution, the degree must be apostilled by the corresponding delegation. If these certificates are in another language, they must be translated into Spanish.
Graduate profile
Graduates of the Master's Program in Integrated Didactics for Basic Education demonstrate competencies for innovation in learning processes. They integrate specific teaching methods that consider children as protagonists in their understanding of the world, their experience of living in society, and their participation in it. They approach innovation by aligning the educational process with the historical and cultural context of the society in which they live, through reflection, critical thinking, and self-transformation and transformation of their environment.
Lines of investigation
1. Childhoods, Children, and Girls as Subjects of Rights in Basic Education. This area of study aims to engage Master's program participants in the analysis and critical reflection on the contexts in which childhood is experienced and their participation in learning processes that strengthen their agency. Childhood, analyzed through the principles of the theory of imaginaries, allows for the exploration of sociocultural contexts where conceptualizations of childhood are found, thanks to units of meaning that operate symbolically through different mechanisms, such as the repetition of narratives or performance in individual, group, or institutional settings. 2. Situated Pedagogical Practice. Situated pedagogical practice as an area of study is a relevant component in the graduate's academic trajectory. This area is conceived as the space in which students recognize and discover theory through practice. It allows for the development, design, implementation, and evaluation of educational innovation proposals that conceptualize their own practice and that of others in a situated way within real-world contexts, considering culture as part of pedagogical reflection. 3. Innovation in Integrated Didactics (IDI). We understand this area as the space for training in the knowledge, skills, and attitudes that allow us to address the study, understanding, and innovation in teaching and learning processes that enable dialogue among didactic knowledge, based on the understanding of children as holistic subjects who coexist and interact with others.
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