Tratamiento a políticas públicas en la carrera de Licenciatura en Educación Primaria

Abstract

       The mastery of public policy content in the training of future teachers pursuing a Bachelor’s Degree in Primary Education is essential to ensuring a quality, equitable, and inclusive education. The current context, following the Third Improvement of the National Education System, demands well-prepared professionals capable of carrying out educational work with consideration for the particularities of the institution and the social context. Shortcomings have been identified in the approach to public policy, faculty preparation, and the utilization of contextual and curricular potential. The stated objective is: To analyze the results of the initial diagnostic assessment conducted in the Bachelor’s Degree in Primary Education program regarding the mastery of public policy content and its cross-cutting treatment in curriculum subjects and other components of the training process in the blended learning course at the University Center of Manicaragua (CUM). To achieve this goal, actions are planned and intentionally aligned with academic, research, and extension components, projecting their impact beyond individual disciplines and into the broader social context. The initial diagnostic assessment provided key elements for the development of a curricular strategy aimed at the effective integration of graduates in Primary Education. Findings revealed insufficient mastery of public policy content. However, there is a noticeable awareness of the social responsibility held by faculty members teaching in the program, which suggests a promising level of commitment to the collective implementation of the proposed actions.