Abstract:

In the Colombian context, the legal references that regulate educational system enshrined freedom of teaching, learning, research and Chair. "The University Simón Bolívar (USB) since its Foundation has felt the call to different ¨ser" and contribute to social change from the continuous transformation of social practices, welcoming people from diverse backgrounds, of different beliefs, non-traditional groups of higher education, in order to train new people in the service of society, leading substantive changes based on principles and values inspired by the thinking of the liberator Simon Bolivar and his libertarian social justice dream, equal opportunities and human rights, as well as economic and social thought of their Rector founder Dr. José Consuegra Higgins.

USB, as stated in its mission and Project Educational Institutional-PEI, has promoted the development of an alternative University environment, opened the debate, which favors the formation of the autonomy of all individuals passing through their classrooms, through the development of a thought, directed from the management of a horizon educational partner critical (HPSC) a high commitment to practice and social change.

As a strategy for institutional improvement on its path of excellence 2016-2020, has formulated a macro project of curriculum management that takes the nuclear concept ' think the same for development ', as a platform established by its founder Dr. José Consuegra Higgins premise. The macro assumes, from a research perspective, the institutional curriculum as object of analysis, reflection, evaluation, and intervention for the improvement and innovation of the same, in such a way that the University can ensure relevant, meaningful, flexible and emerging educational experiences in learning scenarios that promote coexistence and the personal, social and professional development of its academic community.

The project follows a methodology of participatory, critical-emancipatory action that seeks to organize action to overcome limitations, passing through manõs spirals which offer the institutional academic community, conceptual and methodological elements that enhance change, innovation and the improvement of the institutional academic management.

The methodology for the curriculum management consists of a set of interrelated actions of design, development, monitoring and control, evaluation and innovation of the curriculum, taking as a transverse component in-service teachers in the pedagogical, didactic, evaluative, investigative areas and technological support. Actions carried out in the different levels of curriculum implementation: institutional, Faculty/program and the teacher.

The research work has enabled the following progress: collective construction of a policy and curriculum guidelines adopted institutionally; Rigorous diagnostic of institutional curriculum management; Development of instruments for curriculum modification and updating of qualifications; Design and implementation of a teaching training program.

It is expected to produce a guiding document of the socio-criticas teaching in the classroom, adjustments to the academic structure and the development of computer applications that facilitate the management of the curriculum.

Keywords:

Curriculum management, Teacher training.