Latin America
It is this point is important to highlight that from this perspective the curriculum is not a concept but a cultural construction and refers to the experiences of school stakeholders, and their meanings, consequent to the experience of the curriculum, and not to the various aspects comprising it. This means that it should seek the curriculum not on the Bookshelf of the schools, but in the actions of people and their interactions with others, because the curriculum is a social construction (Grundy, 2000). Among the most significant challenges that must be faced educational institutions in general, and especially, those of Latin America can be noted the posed by Ruiz (1999): (a) meet the demands and needs of the society in what regard knowledge production; (b) provide a high quality service; (c) restructure and redefine the institutional mission; (d) accountability to society permanently; (e) incorporate technological advances. Within this framework, Bolivar (2000), points out that the educational institutions, as well as workplace, must be configured in this new paradigm as basic units of training and innovation. This means that an institutional or organizational, learning i.e.
the environment takes place in her womb and labour relations acquire a specific character and the Organization as whole learning, memory accumulated in their institutional history of interaction processes jobs at stake and the environment. Similarly, educational institutions as organizations oriented to organizational learning, develop a set of principles and strategies for innovation: systemic vision of change, relevance of self-evaluation as the basis of the system of continuous improvement, working together, learning in the process of work, relevance of the processes of planning and evaluation and a leadership that combines vision and action. In this sense, organizational learning is a means to an end: achieving a learning organisation. Understanding learning as the acquisition process of individual competences which allows the individual to create their own reality and its future; learning is incorporating new skills that make it possible to achieve objectives, which until now were out of reach, (Senge, 1990).
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