MISSION, VISION, VALUES

MISSION, VISION, VALUES

Actually, technological innovations cross the diverse cultural, social, political and educational contexts within which they acquire more and more significance. This expansion to all dimensions of human praxis has been modifying and reconfiguring the social landscape in terms of the ways of being and doing of the subjects. The denominated society of the information is consequence of the rupture with the philosophical, social and cultural conceptions forged in the modernity; society is immersed in its own technological creations, which modify it, and, due to the growing media literacy, the ways of citizen participation have multiplied exponentially. The dominant processes in this type of society are organized around networks that transform the links, relationships and morphology of the social structure. The new paradigm of information and technology knowledge provides the basic material for transformations that enhance social, economic, political and cultural exchange.

MISSION:

Taking into account that the transformations that operate in sociocultural settings have a significant impact on the education sector and all its elements, the project of the School of Robotics of Misiones, unique in Latin America of public and free nature, equipped with the latest technology, emerges in the misionera community with the mission of responding to the demands and needs posed by current scenarios; impacting all levels and actors of the educational system of the province of Misiones, with an innovative proposal, based on a disruptive pedagogical model and designed to introduce students from an early age into the world of electronics, robotics and programming. The School of Robotics has six face-to-face meetings grades for children and young people between 5 and 20 years of age in its headquarters in Posadas. Likewise, the project of the School of Robotics makes its contribution through formative actions aimed at accompanying the transformation of the educational system, with proposals that place technology as a transversal axis, that is, as a set of tools that, associated with diverse didactic-pedagogical strategies and methodologies are incorporated into planning, and projects in the environment, generating more powerful learning situations. To do this, it has a territorial team that runs through all the schools in the jurisdiction carrying out training activities for students and teachers, transferring the work methodology and accompanying the schools in the innovation process of their practices.

The School of Robotics of Misiones Province, conceives the student as a co-constructor of its own learning, since it considers that “the best learning will not derive from finding better forms of instruction, but from offering the student better opportunities to build”; and in this line of thought, believe on teaching methods characterized by:

● Teaching-learning of science, technology, engineering and mathematics in an integrated way, instead of divided areas of knowledge, through the STEAM education approach.

● Engineering approach in the development of theoretical knowledge for its later practical application, focused on the resolution of technological problems.

● Promotion of a generation of young people aware of the current development of science and technology and aware of the creative and learning potential they possess.

● It works with disruptive methodologies such as Project-Based Learning and SCRUM project management methodology, among others, focused on the student as co-creator, co-constructor and protagonist of their own learning, favouring the exchange of ideas, creativity and collaboration.

VISION

The vision that leads this initiative is reflected in the recently passed Provincial Law of Disruptive Education, which includes the incorporation of Learning and Knowledge Technologies -LKTs- with an emphasis on the teaching of robotics and programming to the curricular designs of transverse way in all the levels and modalities of the educative system, and in whose foundations raises that:

“technologies socially provide opportunities, their massive use can help us to have access to quality training possibilities, regardless of gender, geographical location, socioeconomic origin or difficulties, whether physical or learning, creating flexible training environments and promoting the development of personalized learning, recognizing the need to incorporate new knowledge in children, including technology and communication as a resource for innovation”.

In this framework, the School of Robotics of Misiones Province, through various proposals and methodologies, seeks to provide subjects with new skills that enable them to learn unlearn and relearn constantly. The challenge, therefore, is to promote transformations in education and training, from spaces that promote knowledge and learning of and with technologies, through learning models from which both pedagogy and didactics they transform their strategies, in such a way that the knowledge is validated more by its effectiveness and capacity of immediate and concrete application to real problems than by its certainty.

From this perspective, disruptive education is considered in the panorama misionero as an opportunity to propose pedagogical models that:

● Break with the knowledge transmission models established in the traditional curriculum, since teaching and learning in a changing environment, mediated by technology, demands the implementation of an open, dynamic curriculum, subject to continuous review and reorganization processes, spaces and flexible schedules and respect for personal learning rhythms.

● Enable new forms of learning: through active and agile methodologies in which the acquisition of both content and skills is closely linked to the resolution of a problem or achievement of objectives/projects designed by students and that arouse their curiosity and interest.

● Incorporate innovative, creative and motivating strategies and practices in educational processes through new technologies and new uses that open up in the communicative field, allowing students to create, co-create and build with the tools of their time, favouring collaboration between pairs, using role and/or play dynamics that offer some methodologies, encouraging research, experimentation, taking error as an opportunity for learning, among others.

While responding to a demand for mastery of skills, abilities and knowledge that is part of all modern society, the School of Robotics also complies with one of the priority action lines for the province of Misiones, embodied in the Project of Digital Education Law that has, which:

“… establishes the conditions for the development of digital education in the province of Misiones for the formation of learning competences, content and information management, communicative, social and cultural practices, exchange with others in a global world, creativity, innovation, critical thinking, problem solving, autonomous learning and permanent updating within a pedagogical system that contributes to the construction of patterns of coexistence and behaviour, so that the inhabitants of the province of Misiones enjoy full rights as digital citizens that allow them to act as Responsible and safe”.

VALUES:

The School of Robotics, with its multiple lines of work that directly impact the heart of the educational system, has become a key tool, as a turning point for the change that education demands. Starting from work with disruptive pedagogical models that value curiosity, teamwork and creativity as engines of knowledge production, students are expected to freely explore their interests and share them with their peers; starting from manufacturing as verification of the knowledge built for the solution of a problem or the creation of a product. In the same way, the game is incorporated, from recognizing the value that it has as a means of learning, as well as the practices and logics of the maker culture, promoting the development of 21st century skills. Today, including is to bring technology to all corners of the province, both in terms of infrastructure and resources, and pedagogical training to accompany innovation in the classroom with proposals that take advantage of the potential of these resources.