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“Revista educativa mensual para el docente de la educación primaria del N.O.A.”

DIRECTORA COLABORADORES
Delia O. Balog
Matías Jury
DIRECTOR EJECUTIVO Amado Chuchuy
Liliana Ester Nogueira Ariel Morales
Yamil Cruz
COORDINACIÓN Lucia Yapura
REDACCIÓN Ángel Peñaloza
EDITORIAL TIEMPO S.R.L. Julio Fernández
R.P.I 348817 Facundo Burgos
Ana Roldán
DIAGRAMADO Y ARMADO Sandra Garzón
Ariel Morales Paula Carrizo
Miguel Segovia
TAPA Y LÁMINA Marta Sanchéz
Yesica Dominguez José Quipildor.

Representaciones
Washingtón Álvarez 52 - Dpto. “B” - Portezuelo Norte - Salta - Capital

Tel: 3874317985 - C.P. 4400 - E-mail: [email protected]

Gestiones e informes

Se prohibe la reproducción del material sin previa autorización de la Dirección.

002


Nº 441 Año 39 Enero 2022 01

1 - EDITORIAL.
Sumario
2 - SUMARIO MES DE ENERO.

3 - MATEMÁTICA.

5 - LENGUA.

7 - CIENCIAS NATURALES.

9 - LENGUA EXTRANJERA .

11 -EDUCACION FÍSICA .

13 - EDUCACION ARTÍSTICA.

15 - CIENCIAS SOCIALES.

Año 2022
17 - FORMACIÓN ÉTICA Y CIUDADANA.

19 - EDUCACIÓN TECNOLÓGICA.

21 - EDUCACIÓN SEXUAL INTEGRAL.

23 - PROGRAMA DE EDUCACIÓN Y PREVENCIÓN

SOBRE LAS ADICCIONES
Y EL CONSUMO INDEBIDO DE DROGAS .

Enero

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que depende sustancialmente de las interacciones que a propósito del problema se pueden generar”.
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Primer Ciclo

Objetivos de Aprendizaje

Unidad Pedagógica Tercer Grado

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Saberes/Contenidos

Eje: Número y Operaciones

Primer Grado Segundo Grado Tercer Grado

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 Primer Grado Segundo Grado Tercer Grado

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 Primer Grado Segundo Grado Tercer Grado

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 Primer Grado Segundo Grado Tercer Grado

Medición

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Segundo Ciclo

Cuarto Grado Quinto Grado Sexto Grado

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Cuarto Grado Quinto Grado Sexto Grado

Mediciones

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EF
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JNQMJRVFO
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EF
TV-
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PCKFUPT
EF
MB
WJEB

EJBSJB
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3FMBDJØO
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QFSÓNFUSP
Z
FM
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EF
VOB
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VOB

öHVSB
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EF
TVT
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NBOFSB
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DPOTFSWBS
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Z
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6UJMJ[BDJØO
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EF
MB

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NM
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NH
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tuaciones reales de medición JNQMJRVFO
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Determinación de valores de los

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Orientaciones para la enseñanza

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FGFDUJWBT
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Consideraciones acerca de la evaluación

-BT
DBQBDJEBEFT
JODMVJEBT
FO
MBT
DPNQFUFODJBT
NBUFNÈUJDBT
FTQFDÓöDBT
TPO
NVZ
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B
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1PS
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TJ
DPOTJEFSBNPT
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Criterio de Evaluación
Resolver problemas

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DSJUFSJP
WB
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MPT
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EF
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 Primer Grado Segundo Grado Tercer Grado

Unidad Pedagógica

Eje: Práctica de la Lectura

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 Primer Grado Segundo Grado Tercer Grado

Unidad Pedagógica

Eje: Práctica de la Escritura

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Segundo Ciclo

Cuarto Grado Quinto Grado Sexto Grado

Objetivos de Aprendizaje

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Saberes/Contenidos

Cuarto Grado Quinto Grado Sexto Grado

Eje: Prácticas de la Oralidad

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Saberes/Contenidos

Cuarto Grado Quinto Grado Sexto Grado

Eje: Prácticas de la Lectura

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Saberes/Contenidos

Cuarto Grado Quinto Grado Sexto Grado

Eje: Literatura

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Fundamentación

“La ciencia es una manera de mirar el mundo y reflexionar sobre él. Por ello, las ciencias que
enseñamos a los alumnos deberían servirles para que aprendieran a disfrutar mirando el
mundo que los rodea desde esta forma cultural. La tarea de enseñar Ciencias Naturales se
encuentra en el desafío de enseñar las nuevas alfabetizaciones, en este sentido se entiende
por alfabetización científica a una propuesta que intenta generar situaciones de enseñanza
que recuperen las preconcepciones de los niños con respecto al mundo natural, para que
puedan reflexionar sobre ellas y volver a hacerse preguntas para luego dar explicaciones…”
7FHMJB
 

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La educación científica, además de ser una educación para las ciencias, es una educación que a través
de las ciencias contribuye a la formación de una ciudadanía participativa (Meinardi y Revel Chion,
1998).

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Las finalidades formativas de las Ciencias Naturales en Educación Primaria se orientan a promover:
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Primer Grado Segundo Grado

Tercer Grado
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Primer Grado Segundo Grado

Tercer Grado
Unidad Pedagógica

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Primer Grado Segundo Grado

Tercer Grado
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 Primer Grado Segundo Grado
Tercer Grado
Unidad Pedagógica

Eje: Seres vivos: Diversidad, Unidad, Interrelaciones y Cambios

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Cuarto Grado Quinto Grado Sexto Grado

Eje: Los Materiales y sus Cambios

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 Cuarto Grado Quinto Grado Sexto Grado

Eje: Seres vivos: Diversidad, Unidad, Interrelaciones y Cambios

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Eje temático 1: Eje temático 2: Eje temático 3:

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Quinto Grado

Nivel 2

Eje temático 1: Eje temático 2: Eje temático 3:

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Sexto Grado

Nivel 2

Eje temático 1: Eje temático 2: Eje temático 3:

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La Comprensión Lectora

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Orientaciones para la enseñanza y la evaluación

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se propone la secuenciación estratégica a fin de no provocar rupturas
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enseñanza de la segunda lengua: el diálogo, la diferenciación contextual y
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Tipo de evaluación
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Eje 3- El niño en relación con las prácticas corporales ludomotrices en el ambiente natural y
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Segundo Ciclo
Objetivos de Aprendizaje
Cuarto Grado

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Contenidos/Saberes

Segundo Ciclo

Eje 1- El niño en relación con las prácticas corporales ludomotrices referidas a la expresión,
dominio y cuidado de su cuerpo.

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Eje 1- El niño en relación con las prácticas corporales ludomotrices referidas a la

expresión, dominio y cuidado de su cuerpo.

Eje 2- El niño en relación con las prácticas corporales y ludomotrices en interacción con
otros.

Eje 3- El niño en relación con las prácticas corporales ludomotrices en el ambiente natural y
otros.

Orientaciones Didácticas

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el conjunto de decisiones y acciones que realiza el docente durante
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aprendizaje por parte de los estudiantes.

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EF
FTUBT
FTUSBUFHJBT

TFSÓBO
MPT
FTUJMPT
EF
FOTF×BO[B
DPNP
FM
DPNBOEP
EJSFDUP
BTJHOBDJØO
EF
UBSFBT
DPNP
BTÓ
UBNCJÏO

MB
FOTF×BO[B
B
USBWÏT
EF
FTUSBUFHJBT
BOBMÓUJDBT
Z
TJOUÏUJDBT
1FSP
FO
SFMBDJØO
B
FTUP
FO
MP
RVF
TJ
EF-
CFNPT
QPOFS
ÏOGBTJT
MPT
EPDFOUFT
EF
FEVDBDJØO
GÓTJDB
FT
RVF
FM
GPDP
EF
MB
FOTF×BO[B
B
USBWÏT
EF

FTUBT
FTUSBUFHJBT
OP
FTUÏ
TPMP
SFEVDJEP
BM
BTQFDUP
WJTJCMF
EFM
IBDFS
NPUPS
TJOP
RVF
TF
UFOHBO
FO

DVFOUB
MPT
QSPDFTPT
DPHOJUJWPT
RVF
QPTJCJMJUBO
MB
SFBMJ[BDJØO
EF
FTB
BDDJØO

4F
QSPQPOF
RVF
FM
EPDFOUF
EFKF
EF
TFS
VO
FKFDVUPS
EF
UÏDOJDBT
BJTMBEBT
QBSB
QBTBS
B
DPOTUJUVJSTF

VO
FTUSBUFHB
FO
TJUVBDJØO
&TUP
TJHOJöDB
RVF
TFB
DBQB[
EF
BUFOEFS
B
MPT
FNFSHFOUFT
RVF
QVFEF

IBDFS
VOB
MFDUVSB
EF
MP
RVF
TVDFEF
FO
MB
SFBMJEBE
TJOHVMBS
Z
DPNQMFKB
FO
RVF

FM
HSVQP
FT
QSPUB-
HPOJTUB
BDUJWP
Z
EJTQPOFS
EF
WBSJBEBT
FTUSBUFHJBT
DPNP
TFS
TJUVBDJØO
QSPCMFNB
B
FYQMPSBS
SFTPMWFS

FTUSBUFHJBT
QBSUJDJQBUJWBT
EF
FOTF×BO[B
Z
BQSFOEJ[BKF
SFDÓQSPDP
FO
HSVQPT
NJDSPFOTF×BO[B
QSP-
HSBNBT
JOEJWJEVBMFT
NPEVMBSFT
EFTDVCSJNJFOUP
HVJBEP
FTUJMPT
DSFBUJWPT
QFEBHPHÓB
EF
MBT
TJUVB-
DJPOFT
FUD
Z
RVF
TFB
QSPNPUPS
EF
MB
SFøFYJØO
FO
Z
TPCSF
MBT
QSÈDUJDBT
DPSQPSBMFT
MVEPNPUSJDFT

FYQSFTJWBT
Z
HJNOÈTUJDBT
QPS
QBSUF
EFM
FTUVEJBOUF
Z
EF
FM
NJTNP
SFTQFDUP
B
TV
QSÈDUJDB
EPDFOUF

$BCF
BDMBSBS
RVF
FM
UJQP
EF
FTUSBUFHJB
B
VUJMJ[BS
EFQFOEF
EF
NÞMUJQMFT
GBDUPSFT

FOUSF
MPT
RVF
TF

EFTUBDBO
MPT
PCKFUJWPT
FM
UJQP
EF
DPOUFOJEP
FTQBDJPT
SFDVSTPT
TBCFSFT
QSFWJPT
EF
MPT
BMVNOPT

UJFNQPT
FOUSF
PUSPT
MPT
DVBMFT
EFCFSÓBO
DPOGPSNBS
FM
DSJUFSJP
QPS
FM
DVBM
FM
EPDFOUF
EFDJEF
MB
TF-
MFDDJØO
EF
MB
FTUSBUFHJB

Se propone como una de las estrategias didáctica, la exploración que implica para los alumnos:
 IBDFSTF

QSFHVOUBT
Z
FMFHJS
DØNP
SFTQPOEFSMBT
 UFOFS
HBOBT
EF

CVTDBS

SFTQVFTUBT
BOJNBSTF
B
IBDFSMP
DPOöBS
FO
TVT
QPTJCJMJEBEFT
 UFOFS
VOB
JEFB
QSFWJB
QBSB
QPOFS
B
QSVFCB
Z
BDUVBS
QBSB
DPOöSNBSMB
P
EFTFDIBSMB
 SFDPOPDFS
FM
SFTVMUBEP
EF
MP
RVF
IJDJFSPO
 PCTFSWBS
Z
EBSTF
DVFOUB
EF
MP
RVF
QBTB
DPO
MPT
PCKFUPT
DPO
FM
QSPQJP
DVFSQP
DPO
MPT
PUSPT
B
QBSUJS
EF
MBT
JOUFSBDDJPOFT


 -B
FYQMPSBDJØO
FT
VO
QSPDFTP
EF
CÞTRVFEB
RVF
QFOTBEB
FO
MB
&EVDBDJØO
'ÓTJDB
EFCF

TFS
QFS-NBOFOUF
FO
MPT
BQSFOEJ[BKFT
DPSQPSBMFT
Z
MVEPNPUSJDFT

-PT
OJ×PT
FYQMPSBO
DPNP

SFTPMWFS
TV
NPWJNJFOUP
DPNP
BQSPWFDIBS
AFTP
RVF
BQSFOEJFSPO
FO
PUSB
TJUVBDJØO
DØNP

SFMBDJPOBSTF
DPO
MPT
EFNÈT
TJ
QVFEFO
TPMP
TJ
QJEFO
BZVEB
TJ
TF
BOJNBO
B
FOGSFOUBSTF
B

TJUVBDJPOFT
EJGFSFOUFT

4FSB
PQPSUVOP
EJGFSFODJBS
UJQPT
EF
FYQMPSBDJØO
Z
TV
SFMBDJØO
DPO
MPT
BQSFOEJ[BKFT
EF
EJTUJOUPT

DPO-UFOJEPT
t FYQMPSBDJØO
EF
MBT
QSPQJBT
QPTJCJMJEBEFT
Z
MJNJUBDJPOFT
EF
NPWJNJFOUPT

FO
FM
NBSDP
EF
MB
DPOTUSVDDJØO
EFM
DPOPDJNJFOUP
EF
TV
QSPQJP
DVFSQP
t MB
FYQMPSBDJØO
EF
VO
PCKFUP
TVT
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Z
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FO
MB
MÓOFB
EF
DPOTUSVDDJØO
EFM
DPOPDJNJFOUP
TPCSF
MPT
PCKFUPT
t MB
FYQMPSBDJØO
EF
MBT
QSPQJBT
QPTJCJMJEBEFT
FO
MB
VUJMJ[BDJØO
Z
FM
NBOFKP
EF
MPT
PCKFUPT
FO
MB
DPOTUSVDDJØO
EF
MBT
IBCJMJEBEFT
NPUPSBT
t -B
FYQMPSBDJØO
MJCSF
P
HVJBEB
BQMJDBOEP
EJGFSFOUFT
BDDJPOFT
FO
MB
CÞTRVFEB
EF
SFTQVFT
UBT
B
VOB
TJUVBDJØO
QPESÓB
MMBNBSTF
ASFTPMVDJØO
TPCSF
MB
BDDJØO
t MB
SFTPMVDJØO
EF
VO
QSPCMFNB
UPNBOEP
EJTUBODJB
QBSB
SFGMFYJPOBS
TPCSF
MB
TJUVBDJØO

TF


SÓB
AMB
QMBOJGJDBDJØO
P
BOUJDJQBDJØO
EF
MB
TJUVBDJØO
t 0USB
EF
MBT
FTUSBUFHJBT

EJEÈDUJDB
FT
MB
TJUVBDJØO
QSPCMFNB

BDMBSBOEP
RVF
BM
IBCMBS
EF
TJUVBDJPOFT
QSPCMFNÈUJDBT
OP

TPMP

IBDF
SFGFSFODJB
B
MPT
AQSPCMFNBT
RVF
TF
QSFTFOUBO
FO
FM
KVFHP
MPT
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TPO
JNQSFWJTJCMFT
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SFGFSFODJB
B
MBT
TJUVBDJPOFT
QSFQBSBEBT
QPS
FM
EPDFOUF
QFSP
RVF
FO
UJFNQP
SFBM
UBNCJÏO
TPO
JODJFSUBT
QFOTBEBT
DPO
BOUJDJQBDJØO
QBSB
FOTF×BS
EFUFSNJOBEPT
DPOUFOJEPT
FO
QBSUJDVMBS
DVZBT
DBSBDUFSÓTUJDBT
TPO
t FMBCPSBEBT
QPS
FM
EPDFOUF
FO
GVODJØO
EF
MB
FOTF×BO[B
EF
VO
DPOUFOJEP
DPODSFUP
t QSFTFOUB
FM
QSPCMFNB
B
SFTPMWFS
DPO
TVT
DBSBDUFSÓTUJDBT

Z
OP
TV
GPSNB
EF
SFTPMVDJØO
BDUJWJEBEUBSFB
RVF
EFCFSÈO
SFBMJ[BS
MPT
OJ×PT
t -B
CÞTRVFEB
EF
MB
SFTPMVDJØO
JNQMJDB
VO
QSPDFTP
EF
AFOTBZP
APCTFSWBDJØO
EFM
SFTVMUBEP
AFWBMVBDJØO
EF
QPTJCMFT
FSSPSFTA
ADPSSFDDJØO
AOVFWP
FOTBZP
BTÓ
TVDFTJWBNFOUFy
FTUP
FT
DVBOEP
TF
QPOF
NÈT
FO
KVFHP
BTQFDUPT
DPHOJUJWPT
t MB
DMBSJEBE
EFM
PCKFUJWP
BDUÞB
DPNP
HVÓB
EF
MB
FWBMVBDJØO
MB
RVF
FT
SFBMJ[BEB
QPS
FM
OJ×P
P HSVQP
TJO
EFQFOEFS
EFM
EPDFOUF
t QVFEFO
SFTPMWFS
EF
EJTUJOUBT
GPSNBT
FT
CVFOP
RVF
FO
FM
QSPDFTP
EF
SFTPMVDJØO
MPT
OJ×PT
QPOHBO
FO
KVFHP
ABMHP
OVFWP
QBSB
FMMP
MB
TJUVBDJØO
QSFTFOUBEB
EFCF
TFS
WFSEBEFSBNFOUF
QSPCMFNÈUJDB
Z
EFTBGJBOUF
t TF
EFCF
UFOFS
FO
DVFOUB
SFBMNFOUF
MPT
TBCFSFT
QSFWJPT
EF
MPT
BMVNOPT
FM
EPDFOUF
EFGJOF
FM
BMDBODF
EF
EJGJDVMUBE
EF
MB
TJUVBDJØO
RVF

MFT
QSFTFOUB

3FTPMWFS
QSPCMFNBT
TVQPOF
EPT
UJQPT
EF
BQSFOEJ[BKFT

&M
EF
MB
SFTPMVDJØO
FGFDUJWB
EF
MB
TJUVBDJØO
QSPCMFNÈUJDB
QSFTFOUBEB
Z
FM
EF
MB
UPNB
EF
SFøFYJØO

EFM
QSPDFTP
MMFWBEP
B
DBCP
-P
NÈT
JNQPSUBOUF
FT
RVF
DBEB
OJ×P
EJTQPOHB
EF
MB
NBZPS
DBOUJEBE

EF
BQSFOEJ[BKFT
WBSJBEPT
RVF
QVFEBO
VTBS
FO
FM
NPNFOUP
FO
RVF
VOB
EFUFSNJOBEB
TJUVBDJØO
TF

MF
QSFTFOUF
QBSB
TV
SFTPMVDJØO

-B
FYQMPSBDJØO
Z
FM
EFTDVCSJNJFOUP

FO
MBT
TJUVBDJPOFT
EF
QSPCMFNBT

.PUPSFT
FT
MP
JEFBM
QBSB
FM


BQSFOEJ[BKF
EF
IBCJMJEBEFT
NPUPSBT
BCJFSUBT


&M
DPOUFYUP
FTQBDJPUFNQPSBM
UJFOF
RVF
WFS
DPO
UPEP
MP
RVF
PDVSSF
P
QVFEF
PDVSSJS
FO
MB
TJUVBDJØO

EF
FOTF×BO[B

BDUJWJEBE
EF
BQSFOEJ[BKF
FO
RVF
MB
OPDJØO
EF
BCJFSUP
UJFOF
DPNP
TJHOJöDBEP
EF

JODJFSUP
WBSJBCMF
Z
RVF
FYJHF
PQFSBDJPOFT
DPHOJUJWBT
RVF
QFSNJUFO
BOUJDJQBS
Z
FWBMVBS
MP
RVF
TF

QVFEF
P
OP
QVFEF
TFS
4F
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MPT
KVFHPT
EFQPSUJWPT
DPMFDUJWPT

EFQPSUFT
EF
DPOKVOUP
TPO

EF
UJQP
ABCJFSUP
QPSRVF
DBTJ
OVODB

TF
SFQJUFO
MBT
NJTNBT
BDDJPOFT
TF
USBUB
EF
RVF
FM
PQPOFOUF

DPOP[DB
MP
NFOPT
QPTJCMF

EF
DØNP
TF
BDUVBSÈ

-BT
TJUVBDJPOFT
BCJFSUBT
QPTJCJMJUBSÈ
MBT
QSÈDUJDBT
WBSJBEBT
QPS
MP
UBOUP
FM
BQSFOEJ[BKF
FYQMPSBUPSJP

MB
RVF
EFCF
DPOTUJUVJSTF
FO
VO
QSPDFTP
EF
JOWFODJØO
Z
FMBCPSBDJØO
TVQFSBOEP
MB
DPODFQDJØO
EF

MB
TJNQMF
SFQFUJDJØO
&T
OFDFTBSJP
QBSB
RVJFO
FYQMPSB

QSPDFEFS
DPO

MBT
EJGFSFOUFT
JOGPSNBDJPOFT

DPNQMFKBT
B
MB
WF[
RVF
FMFWBSÈ
MB
TJHOJöDBDJØO
EF
MB
UBSFB
BM
QPEFS
QSPQPOFS
DBEB
QSÈDUJDB
EFTEF

MPT
TBCFSFT
QSFWJPT
EF
DBEB
BMVNOP
Z
PUPSHBSMF
B
MB
BDUJWJEBE
VO
TFOUJEP
Z
VOB
QSPZFDDJØO
FO
TV

iQBSB
RVÏw

1BSB
MBT
TJUVBDJPOFT
EF
FOTF×BO[B
EF
iIBCJMJEBEFT
NPUPSBT
DFSSBEBTw
FO
DBNCJP
FM
QMBOUFP
EFCF

TFS
EJGFSFOUF
ZB
TFB
QBSB
NFKPSBS
MB
IBCJMJEBE
NPUPSB
FTQFDÓöDB
P
QPSRVF
FTUPT
DPOUFOJEPT
QPS

TVT
DBSBDUFSÓTUJDBT
FO
BMHVOPT
DBTPT
QPS
TV
OJWFM
EF
SJFTHP
Z
FO
NVDIPT
DBTPT
QPSRVF
TV
TFOUJEP

FTUÈ
EBEP
KVTUBNFOUF
QPS
MB
JNJUBDJØO
EF
VO
NPEFMP
SFRVJFSF
EF
SFQFUJDJPOFT
NPEJöDBEBT

4F
EJDF
RVF
VOB
TJUVBDJØO
FT
iDFSSBEBw
DVBOEP
FM
DPOUFYUP
FTQBDJPUFNQPSBM
FT
FTUBCMF
Z
DPO
QP-
DBT
NPEJöDBDJPOFT
Las habilidades motoras específicas

HJNOÈTUJDBT
DPSSFTQPOEFO
B
FTUB
DB-
UFHPSÓB
$VBOEP
TF
QSFTFOUB
VO
NPEFMP
ÏTUF
DPOTUJUVJSÓB
FO
FM
QVOUP
EF
QBSUJEB
MB
CÞTRVFEB
EF

SFTQVFTUB
EFCF
FODVBESBSTF
FO

FMMB
FO
UPNBSMBT
DPNP
QVOUP
EF
QBSUJEB

QBSB
TV
iNFKPSBNJFOUPw

-BT
QSPQVFTUBT
JOUFODJPOBMFT
RVF
FM
EPDFOUF

SFBMJDF

QBSB
MB
FOTF×BO[B
EF
MPT
DPOUFOJEPT
EF
MB

&EVDBDJØO
GÓTJDB
TF
QVFEFO
USBTMVDJS
FO
EPT
MÓOFBT
EF
BDDJØO

t $PO
MP
BOUJDJQBCMF
MP
QMBOJöDBEP
JOUFODJØO
MP
RVF
TF
QSFWÏ
FO
GVODJØO
EF
FOTFOBS
FT

UPT
DPOUFOJEPT
t 0USB
WJODVMBEBT
B
MBT
JOUFSWFODJPOFT
EFM
EPDFOUF
BOUF
MPT
JNQSFWJTUPT
DJFSUPT
DPOøJDUPT
RVF
TF
QVFEFO
TVTDJUBS
FOUSF
MPT
OJ×PT
P
FO
MB
NJTNB
QSPQVFTUB
EF
FOTF×BO[B

Los Juegos/Juegos Educativos

4F
DPOTJEFSB
BM
KVFHP
DPNP
VO
CJFO
DVMUVSBM
QSPQJP
EFM
IPNCSF
Z
QPS
FOEF
MB
TPDJFEBE

QSPEVDUP

EF
MB
DVMUVSB
MB
FEVDBDJØO
SFDPSUB
DPOUFOJEPT
DVMUVSBMFT
QBSB
EBSMFT
FM
DBSÈDUFS
FEVDBUJWP
IBDJFO-
EP
VOB
JOUFSQSFUBDJØO
GVOEBEB

RVF

QFSNJUB
VO
BEFDVBEP

VTP
TFMFDDJØO
SFDSFBDJØO
Z
DSFBDJØO

EF
+VFHPT
&EVDBUJWPT

&M
KVFHP
FT
VOB
SFQSFTFOUBDJØO
DVMUVSBM
FM
NVOEP
EF
MB
DVMUVSB
TF
JOUSPEVDF
FO
FM
NVOEP
EFM
OJ×P

FO
RVF
MB
BDUJWJEBE

NPWJNJFOUP
FT
QSPQJP
EFM
OJ×P
QFSP
RVFEB
EFUFSNJOBEBJOøVFODJBEB
QPS

FM
FYUFSJPS
QPS
MB
JOUFODJØO
QFEBHØHJDB
RVF
QVFEF
TFS
SFMFWBOUF
Z
TJHOJöDBUJWB
TJ

QSPQPOF
TJUVB-
DJPOFT
EF
FOTF×BO[BT
EPOEF
FM
KVFHP
PDVQF
VO

FTQBDJPUJFNQP
QBSUJDVMBS
Z
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QBSB
FM
OJ×P

RVF
MF
QPTJCJMJUF
MB
FYQMPSBDJØO
EFTDVCSJNJFOUPFOTBZP
FSSPS
EF
BDDJPOFT
Z
FNPDJPOFT
DPOTJHP

NJTNP
Z
DPO

MPT
EFNÈT
B
USBWÏT
EF
BDUJWJEBEFT
NFOPT
UFOTBT
EPOEF
TF
TJFOUB
B
HVTUP
EF
TFS
QSP-
UBHPOJTUB
EF
MB
DPOTUSVDDJØO
EF
TVT
BQSFOEJ[BKFT
FO
VO
DMJNB
EJTUFOEJEP
Z
QMBDFOUFSP
UPUBM
FT
VO

KVFHP
WBMPS
JOUSÓOTFDP
EFM
KVFHP


-PT
KVFHPT
NPUPSFT
QFSNJUFO
JOUFHSBS
MBT
IBCJMJEBEFT
RVF
MPT
OJ×PT
WBO
QSPHSFTJWBNFOUF

QSP-CBOEP
Z
MPHSBOEP
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B
MPT
BQSFOEJ[BKFT
TPDJBMFT
DPOGPSNBOEP
VO
FTQBDJP
GBWPSFDFEPS

EF
MB
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Z
MB
FYQFSJNFOUBDJØO
FO
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EF
DPPQFSBDJØO
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DPNP

UBNCJÏO
B
BQSFOEFS
B
DPNQFUJS
BDFQUBS
MBT
SFHMBT
Z
BDPSEBS
MBT
SFHMBT
B
DSFBSMBT
Z
QSBDUJDBSMBT

DPO
MPT
EFNÈT

&OUSF
MPT
KVFHPT
NPUPSFT
QPEFNPT
DJUBS
EPT
UJQPT

a- -PT
KVFHPT
NPUPSFT
GVODJPOBMFT
MPT
RVF
TPO
VUJMJ[BEPT
DPNP
FKFSDJDJP
EF
DPOTUSVDDJØO
EF
TVT
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EF
BDDJØO
Z
IBCJMJEBEFT
NPUPSBT
EVSBOUF
MB
JOGBODJB

b- -PT
KVFHPT
NPUPSFT
SFHMBEPT
&WJEFODJBO
QSFTFODJB
EF
SFHMBT
RVF
SFHVMBO
MB
BDDJPOFTJOUFSBD-
DJPOFT
EF
MPT
KVHBEPSFT
-BT
NJTNBT
QVFEFO
TFS

BDFQUBEBT
QPS
MPT
OJ×PT
DPNP
JNQPTJDJØO
QSPWF-
OJFOUF
EFM
NFEJP
TPDJBMNPSBM
IFUFSØOPNB


RVF
EPDFOUF
EFCF
UFOFS
FO
DVFOUB
TV
GVODJPOBMJEBE
DPNP


QSPDFTP
DPOUJOVP
Z
TJTUFNÈUJDP
IBDJB
BERVJTJDJØO

Z
MB
QSÈDUJDB
EF
MB
NPSBM
BVUØOPNB
BM
QMBOUFBS
MPT
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EF
GPSNB
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RVF
BVORVF
TFB
JODJQJFOUF
MBT
SFHMBT
NÓOJNBT
QBSB
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PQPSUVOJEBEFT
QBSB
DFMFCSBS
QSPQVFTUBT
EF
OFHPDJBS
EJTDVUJS
Z
BDPSEBS
SFHMBT
MPT
QSPQJPT
KVHBEPSFT
DMJNB
QSPQJDJP
QBSB
FM
QBTBKF
EF
MB
DFOUSBDJØO
B
MB
EFTDFOUSBDJØO
TPDJPBGFDUJWB
QBSB
MB
FYQMPSBDJØO
EF
MPT
DPNQPSUBNJFOUPT
TPDJBMFT
Z
FM
SFDPOPDJNJFOUP
EF
MPT
PUSPT
DPNP
QFS-
TPOBT
DPO
OFDFTJEBEFT
Z
EFTFPT
4PO
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QBSB
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desarrollo del pensamiento táctico y la capacidad
de resolver problemas motrices

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Fundamentación

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Objetivos de Aprendizaje

Se espera en cada grado:

Primer Ciclo - Unidad Pedagógica

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Lenguaje Artístico: Artes Visuales
Primer Ciclo

Primer Grado Segundo Grado

Tercer Grado
Unidad Pedagógica

Eje I: En relación a la práctica del lenguaje

Descubrimiento y exploración lúdica de los elementos del len- Reconocimiento y utilización

guaje visual: de los elementos del lenguaje
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Primer Grado Segundo Grado Tercer Grado

Unidad Pedagógica

Eje II: En relación con la construcción de identidad y cultura

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Segundo Ciclo

Eje I: En relación con la práctica del lenguaje visual

Cuarto Grado Quinto Grado Sexto Grado

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 .PEPT
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 Eje II: En relación con la contextualización de la imagen visual

Cuarto Grado Quinto Grado Sexto Grado

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Primer Ciclo

Primer Grado Segundo Grado Tercer Grado

Unidad Pedagógica

Eje I: En relación con las prácticas del lenguaje musical

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Primer Grado Segundo Grado Tercer Grado

Unidad Pedagógica

Eje II: En relación con la construcción de identidad y cultura

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Segundo Ciclo

Cuarto Grado Quinto Grado Sexto Grado

Eje I: En relación con la práctica del lenguaje musical

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Lenguaje Artístico: Danza

Primer Ciclo

Primer Grado Segundo Grado Tercer Grado

Unidad Pedagógica

Eje I: En relación con la práctica de la danza

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Lenguaje Artístico: Teatro

Primer Ciclo

Primer Grado Segundo Grado Tercer Grado

Unidad Pedagógica

Eje I: Del lenguaje y práctica del lenguaje teatral

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 Primer Grado Segundo Grado Tercer Grado

Unidad Pedagógica

Eje II: En relación con la construcción de identidad y cultura

3FDPOPDFS
MPT
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EF
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3FøFYJPOBS
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FM
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FM
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MB
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PCSB
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UFBUSP

Segundo Ciclo

Cuarto Grado Quinto Grado Sexto Grado

Eje I: Del lenguaje y práctica del lenguaje teatral

1POFS
FM
DVFSQP
FO
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FO
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DPO
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DPO
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Z
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FYQSFTJWB
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6TP
EF
MB
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EF
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Z
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FTRVFNBT
TFODJMMPT QMFT DPNQMFKBT
NBUDI
EF
JNQSPWJTB-
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Cuarto Grado Quinto Grado Sexto Grado

Eje II: La contextualización de las manifestaciones teatrales en la

construcción de identidad y cultura

-FFS
DPNQSFOTJWBNFOUF
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Orientaciones para la enseñanza

&M
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EF
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EF
MPT
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MB
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TV
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EF
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DVFSQP
DPNP
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MB
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EF
MBT
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DPO
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MB
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1PS
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TF
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B

t Conocer

FM
UFBUSP
DPNP
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TV
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TVT
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TVT
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TV
IJTUPSJB

t Producir
UFBUSP
TJFOEP
QBSUÓDJQF
EFM
QSPDFTP
DSFBUJWP
QBSUJFOEP
EFTEF
TVT
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TFOUJNJFOUPT
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FM
DVFSQP
Z
MB
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t Apreciar
FM
UFBUSP
DPNP
VO
IFDIP
BSUÓTUJDP
SFBMJ[BEP
QPS
TVT
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ZP
QPS
BSUJTUBT
QSP
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FM
EFTBSSPMMP
EF
VOB
NJSBEB
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Z
DSÓUJDB

&O
FM
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Objetivos de Aprendizaje

Que al finalizar el nivel los alumnos sean capaces de:

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Primer Ciclo

Objetivos de aprendizaje para Primer Grado Y Segundo Grado - Up (Unidad Pedagógica)

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Contenidos / Saberes

Eje Nº 1: En relación con la reflexión ética - La persona, valores y dignidad.

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Eje Nº 2: En Relación con la Construcción Histórica de las Identidades - Identidades y diver-

sidades.

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Eje Nº 3: En relación con la ciudadanía, los derechos y la participación: derechos humanos

derechos del niño y participación ciudadana.

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t 3FDPOPDJNJFOUP
Z
SFTQFUP
B
MB
FYJTUFODJB
EF
EJWFSTJEBE
JOUFMFDUVBM
GÓTJDB
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JOUFSFTFT
EF

BQUJUVEFT
FOUSF
PUSBT

Objetivos de Aprendizaje para Tercer Grado

Que al finalizar la UP los alumnos sean capaces de:

t "ERVJSJS
IBCJMJEBEFT
TPDJBMFT
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DPPQFSBDJØO
TPMJEBSJEBE
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HSVQBM
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MFDJFOEP
DBQBDJEBEFT
JOUFSQFSTPOBMFT
Z
MB
FNQBUÓB

t "QSPQJBSTF
EF
WBMPSFT
VOJWFSTBMNFOUF
WÈMJEPT
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BM
QMVSBMJTNP
TPDJBM
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MBT

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WÈMJEBT
t $PNFO[BS
B
$POPDFS
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MBT
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MBT
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GPSNBT
EF
SFMBDJPOFT
FYJTUFOUFT
FOUSF
MBT
DPNVOJEBEFT
FO
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DPOTUSVDDJØO
QSPHSFTJWB
EF
JEFOUJEBEFT
t 3FDPOPDFS
MB
OFDFTJEBE
EF
JHVBMEBE
EF
DPOEJDJPOFT
Z
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MB
DPOWJWFODJB

TPDJBM
Z
MB
UBSFB
FTDPMBS

Contenidos / Saberes

Eje Nº 1: En relación con la Reflexión Ética - La persona, valores y dignidad.

t $POPDJNJFOUP
EF
MPT
BMDBODFT
EF
MB
libre elección
Z

MBT
SFTQPOTBCJMJEBEFT
RVF
HFOFSB
t 'PSUBMFDJNJFOUP
EF
MPT
WÓODVMPT
EF
DPNQB×FSJTNP
Z
USBCBKP
DPPQFSBUJWP
DPO
MPT
EFNÈT

NJFNCSPT
EFM
HSVQP
BDFQUBOEP
QBSUJDJQBS
FO
UBSFBT
DPNVOFT
Z
EJGFSFODJBOEP
SFTQPOTB-
CJMJEBEFT
QFSTPOBMFT
t 7BMPSBDJØO
EFM
QSPQJP
DVFSQP
DPO
SFTQFUP
QPS
MB
QSPQJB
JOUJNJEBE
Z
MB
EF
MPT
EFNÈT

t $POTUSVDDJØO
QSPHSFTJWB
EF
VOB
JNBHFO
QPTJUJWB
EF
TÓ
NJTNP

t 3FDPOPDJNJFOUP
EF
MB
OFDFTJEBE
EFM
DVJEBEP
EF
TÓ
NJTNP
EFTDBOTP
QSÈDUJDB
EF
EFQPSUFT

BMJNFOUBDJØO
TBMVEBCMF
SFDSFBDJØO
DPOUSPMFT
QFSJØEJDPT
EF
MB
TBMVE
FOUSF
PUSPT
t *EFOUJöDBDJØO
EF
MPT
DPOøJDUPT
EF
WBMPS
Z
MB
JNQPSUBODJB
EFM
EJÈMPHP
FO
MB
OFHPDJBDJØO


 DPNP
NFEJP
QBSB
MB
TVQFSBDJØO
EF
EJGFSFODJBT

t %JGFSFODJBDJØO
EF
acciones personales y grupales que facilitan la convivencia y el trabajo

EF
PUSBT
BDDJPOFT
RVF
MPT
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QPS
FKFNQMP
PGSFDFS
Z
FTDVDIBS
SB[POFT
FTUBCMFDFS

BDVFSEPT
FOUSF
PUSPT
GSFOUF
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USBOTHSFEJS
MPT
BDVFSEPT
FOUSF
PUSBT 

t 3FDPOPDJNJFOUP
EF
MBT
normas escritas de la escuela
WJODVMBDJØO
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TV
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TFOUJEP

VUJMJEBE
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MBT
TBODJPOFT
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FO
DBEB
DBTP

t 1BSUJDJQBDJØO
FO
MB
FMBCPSBDJØO
EF
acuerdos de convivencia
QBSB
FM
BVMB

t &KFSDJDJP
EFM
derecho a expresarse y ser escuchado
KVOUP
DPO
MB
SFøFYJØO
HSVQBM
TPCSF
MPT

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FGFDUPT
TPDJBMFT
EFM
FKFSDJDJP
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EF
MB
QBMBCSB

t 3FDPOPDJNJFOUP
F
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EF
prácticas seguras para la circulación
DPNP
QFBUPOFT
Z

DPNP
VTVBSJPT
EF
NFEJPT
EF
USBOTQPSUF
FO
MB
WÓB
QÞCMJDB
EF
BDVFSEP
DPO
OPSNBT
CÈTJDBT

EF
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t "QSPYJNBDJØO
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MBT
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DBEB
VOP
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TÓ
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MPT
PUSPT
FO
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BM
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TVT
DPNQB×FSPT

t Distinción entre la necesidad de cooperación
FOUSF
DPNQB×FSPT
EFM
HSVQP
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la posibi-
lidad de establecer amistades personales.

Eje Nº 2: En Relación con la Construcción Histórica de las Identidades - Identidades y diver-

sidades.

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Z
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EF
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t 7BMPSBDJØO
EF
MB
OFDFTJEBE
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EFNPDSÈUJDB
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reglas de juegos acordadas
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MB
DPOWJWFODJB
BSNØOJDB
t $PNQBSBDJØO
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actividades que resultan convenientes y provechosas de realizar en forma
cooperativa
DPO
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RVF
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BDUJWJEBEFT
GBNJMJBSFT 

t %FTBSSPMMP
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hábitos
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DJØO
EFM
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EFM
BOÈMJTJT
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hábitos y prácticas sociales que
favorecen u obstaculizan el cuidado del mismo
FO
ÈNCJUPT
DFSDBOPT
Z
MFKBOPT

Eje Nº 3: En relación con la ciudadanía, los derechos y la participación: derechos humanos

derechos del niño y participación ciudadana.

t 3FDPOPDJNJFOUP
EF
MBT
OPSNBT
EF
DPOWJWFODJB
FO
HSVQPT
EJWFSTPT
DPNP
DMVCFT
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PUSBT

JOTUJUVDJPOFT
OP
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t *EFOUJöDBDJØO
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MB
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sanción
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 t *EFOUJöDBDJØO
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noción de derecho
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FTDPMBS
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FYUSBFTDPMBS
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t "QSPYJNBDJØO
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aspectos básicos de los Derechos Humanos y los Dere-
chos del Niño
EF
TV
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trabajo cooperativo escolar
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t 3FøFYJØO
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OPDJPOFT
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MFKBOPT

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Segundo Ciclo

Objetivos de aprendizaje para Cuarto Grado

Que al finalizar 4to. Grado los alumnos sean capaces de:

t 1BSUJDJQBS
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DPNP
TVKFUPT
EF
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SFTQPOTBCJMJEBE
Z
TPMJEBSJEBE
t $POTUSVJS
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CJFO
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FOUSF
PUSBT
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SFHJPOBMFT
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MB
JNQPSUBODJB
EF
MBT
OPSNBT
EF
DPOWJWFODJB
FO
MB
GBNJMJB
FO
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EF
DPNQSPNJTP
Z
SFTQPOTBCJMJEBE
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SBTHPT
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DJDMP
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USBOTJUBSMP

t %FNPTUSBS
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BVUPOPNÓB
EF
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Contenidos / Saberes

Eje 1: En relación con la Reflexión Ética - La persona, valores y dignidad.

t "QSPYJNBDJØO
B
MB
EJNFOTJØO
ÏUJDB
EF
TJUVBDJPOFT
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WJEB
FTDPMBS
Z
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FM
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DPOUFOJEPT
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PUSBT
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FOTF×BO[B
t *EFOUJöDBDJØO
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EJTQPTJDJPOFT
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QBSB
DPOTFHVJS
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MFT
FO
SFMBDJØO
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MB
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PUSPT
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QPS
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DBQBDJEBE
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t &KFSDJDJP
EFM
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DPNP
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QBSB
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FYQMJDJUB-
DJØO
EF
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EF
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TVT
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PUSPT
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FM
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t &YQSFTJØO
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Eje Nº 2: En relación con la construcción histórica de las identidades - Identidades y diver-

sidades.

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UBSFBT
DPNQBSUJEBT


Eje Nº 3: En relación con la ciudadanía, los derechos y la participación: derechos humanos
derechos del niño y participación ciudadana.

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EF
USÈOTJUP
CÈTJDBT
QBSB
MB
DJSDVMBDJØO
TFHVSB
DPNP

QFBUPOFT
Z
DPNP
VTVBSJPT
EF
NFEJPT
EF
USBTQPSUF
FO
MB
WÓB
QÞCMJDB
t "QSPYJNBDJØO
BM
SFDPOPDJNJFOUP
EF
MBT
PCMJHBDJPOFT
Z
SFTQPOTBCJMJEBEFT
RVF
UJFOF
FM
HP-
CFSOBOUF
DPNP
SFQSFTFOUBOUF
EFM
QVFCMP
RVF
MP
FMJHJØ
t %FMJCFSBDJØO
BSHVNFOUBUJWB
TPCSF
MBT
OPSNBT
FTDPMBSFT
Z
EFTBSSPMMP
EF
MB
BVUPOPNÓB
DSF-
DJFOUF
FO
TV
DVNQMJNJFOUP
Z
FWBMVBDJØO

Objetivos de aprendizaje para Quinto Grado

Que al finalizar 5to. Grado los alumnos sean capaces de:

t 3FDPOPDFS
MB
OFDFTJEBE
EF
JHVBMEBE
EF
DPOEJDJPOFT
Z
PQPSUVOJEBEFT
QBSB
MB
DPOWJWFODJB

TPDJBM
Z
MB
UBSFB
FTDPMBS

t %FMJCFSBS
BSHVNFOUBUJWBNFOUF
TPCSF
MBT
OPSNBT
FTDPMBSFT
Z
EFTBSSPMMBS
BVUPOPNÓB
DSF-
DJFOUF
FO
TV
DVNQMJNJFOUP
Z
FWBMVBDJØO

t $POPDFS
Z
QSBDUJDBS
GPSNBT
EFNPDSÈUJDBT
EF
QBSUJDJQBDJØO
FO
MB
WJEB
FTDPMBS
WBMPSBOEP
MB

QSÈDUJDB
EFM
EJÈMPHP
BSHVNFOUBUJWP
DPNP
IFSSBNJFOUB
QBSB
BGSPOUBS
DPOøJDUPT
FO
EJWFS-
TPT
ÈNCJUPT

t 7BMPSBS
MB
EJWFSTJEBE
FO
BTQFDUPT
DVMUVSBMFT
GÓTJDPT
Z
EF
HÏOFSP
DPNP
BUSJCVUP
RVF
FO-
SJRVFDF
MB
WJEB
Z
MB
UBSFB
DPNÞO
FO
ÈNCJUPT
FTDPMBSFT
Z
FYUSBFTDPMBSFT
FO
FM
NBSDP
EFM

SFTQFUP
B
MB
EJHOJEBE
IVNBOB
t *ODPSQPSBS
MPT
DPOUFOJEPT
EFM
ÈSFB
FO
MB
SFøFYJØO
TPCSF
TVT
QSPQJBT
QSÈDUJDBT
EF
DPOTVNP

EF
DVJEBEP
EF
MB
TBMVE
EF
SFTQFUP
EF
MPT
EFSFDIPT
IVNBOPT
EF
QSFTFSWBDJØO
Z
VTP
EFM

NFEJP
BNCJFOUF

t %FTBSSPMMBS
IBCJMJEBEFT
QBSB
MB
DJSDVMBDJØO
BVUØOPNB
Z
TFHVSB
QPS
MB
WÓB
QÞCMJDB
JOJDJBOEP

MB
SFøFYJØO
TPCSF
MBT
SFTQPOTBCJMJEBEFT
EF
RVJFOFT
DPOEVDFO
WFIÓDVMPT

t *OJDJBS
MB
SFøFYJØO
TPCSF
JNQMJDBODJBT
ÏUJDBT
EF
MPT
QSPCMFNBT
QPTJDJPOFT
Z
DPODFQUPT

BOBMJ[BEPT
FO
DMBTF
EF
MBT
EJGFSFOUFT
ÈSFBT

t $POTUSVJS
DBUFHPSÓBT
DPODFQUVBMFT
QBSB
JOUFSQSFUBS
MB
SFBMJEBE
TPDJBM
GPSNVMBS
KVJDJPT
EF

WBMPS
DSFDJFOUFNFOUF
GVOEBEPT
Z
QPTUVMBS
NPEPT
EF
JODJEJS
FO
FMMB


Contenidos / Saberes

Eje 1: En relación con la Reflexión Ética - La persona, valores y dignidad.

t 1BSUJDJQBDJØO
FO
SFøFYJPOFT
TPCSF
TJUVBDJPOFT
DPOøJDUJWBT
EF
MB
WJEB
FTDPMBS
Z
TJUVBDJPOFT

DPUJEJBOBT
SFBMFT
P
GBDUJCMFT
QBSB
DPOTUSVJS
OPDJPOFT
TPCSF
MB
KVTUJDJB
MB
TPMJEBSJEBE
MB

MJCFSUBE
Z
MB
SFTQPOTBCJMJEBE
DPOTJEFSBOEP
MB
EJWFSTJEBE
EF
PQJOJPOFT
Z
QVOUPT
EF
WJTUB
t 7BMPSBDJØO
Z
VUJMJ[BDJØO
EFM
EJÈMPHP
BSHVNFOUBUJWP
DPNP
IFSSBNJFOUB
QBSB
MB
DPOTUSVD-
DJØO
EF
BDVFSEPT
Z
MB
SFTPMVDJØO
EF
DPOøJDUPT

t *OUSPEVDDJØO
BM
SFDPOPDJNJFOUP
EF
MB
BDDJØO
IVNBOB
DPNP
DPOEJDJPOBEB
QFSP
MJCSF
EJT-
UJOHVJFOEP
FO
DBEB
DBTP
BDDJØO
NPUJWPT
öOFT
NFEJPT
Z
SFTVMUBEPT
B
QBSUJS
EF
MB
QSFTFO-
UBDJØO
EF
EJMFNBT
SFBMFT
F
IJQPUÏUJDPT
FOUSF
PUSPT





t "QSPYJNBDJØO
BM
BOÈMJTJT
DSÓUJDP
EF
BTQFDUPT
NPSBMFT

WBMPSFT
FTUFSFPUJQPT
GPSNBT
EF

WJEB
KVFHPT
EF
QPEFS
EF
MPT
EJTDVSTPT
USBOTNJUJEPT
Z

QVCMJDJEBEFT
QPS
MPT
NFEJPT
EF

DPNVOJDBDJØO
Z
MBT
UFDOPMPHÓBT
EF
JOGPSNBDJØO
t 3FHJTUSP
Z
FMBCPSBDJØO
FO
GPSNB
FTDSJUB
EF
PQJOJPOFT
TFOUJNJFOUPT
EVEBT
F
JORVJFUVEFT

HFOFSBEBT
QPS
MBT
QSPCMFNÈUJDBT
ÏUJDBT
QMBOUFBEBT


t "QSPYJNBDJØO
B
MB
EJNFOTJØO
ÏUJDB
EF
TJUVBDJPOFT
DPOøJDUJWBT
EF
MB
WJEB
FTDPMBS
Z
DPOøJD-
UPT
NPSBMFT
QSFTFOUFT
FO
FM
USBUBNJFOUP
EF
DPOUFOJEPT
EF
PUSBT
ÈSFBT
EF
FOTF×BO[B

t *EFOUJöDBDJØO
EF
EJTQPTJDJPOFT
OFDFTBSJBT
QBSB
DPOTFHVJS
PCKFUJWPT
JOEJWJEVBMFT
Z
HSVQB-
MFT
FO
SFMBDJØO
DPO
MB
UBSFB
FTDPMBS
Z
PUSPT
QSPZFDUPT
QPS
FKFNQMP
DMBSJEBE
EF
PCKFUJWPT

BVUPFTUJNB
FTGVFS[P
EF
WPMVOUBE
DBQBDJEBE
EF
OFHPDJBDJØO
Z
DPNQSPNJTP
BGFDUJWP 

Eje Nº 2: En relación con la construcción histórica de las identidades - identidades y diver-

sidades

t 3FDPOPDJNJFOUP
SFTQFUP
Z
WBMPSBDJØO
EF
MB
EJWFSTJEBE
EF
JEFOUJEBEFT
QFSTPOBMFT
Z
QSP-
ZFDUPT
EF
WJEB
B
QBSUJS
EF
FODVFOUSPT
DPO
BDUPSFT
TPDJBMFT
EF
MB
DPNVOJEBE
DPO
EJGFSFO-
UFT
FYQFSJFODJBT
t 3FDPOPDJNJFOUP
Z
DPNQSFOTJØO
BDFSDB
EF
MPT
BTQFDUPT
CJPMØHJDPT
Z
DVMUVSBMFT
TPCSF
MBT

EJGFSFODJBT
FOUSF
WBSPOFT
Z
NVKFSFT
t 7BMPSBDJØO
Z
SFDPOPDJNJFOUP
EF
MB
QSFFYJTUFODJB
EF
QVFCMPT
PSJHJOBSJPT
FO
DVBOUP
B
TVT

FYQSFTJPOFT
DVMUVSBMFT
TVT
DPTNPWJTJPOFT
Z
TJTUFNBT
WBMPSBUJWPT
t $PNQSFOTJØO
EF
MBT
EJWFSTBT
DPOöHVSBDJPOFT
GBNJMJBSFT
FO
EJGFSFOUFT
FTDFOBSJPT
TPDJBMFT

SFTQFUBOEP
FTUBT
EJGFSFODJBT
FO
FM
NBSDP
EF
MP
FTUBCMFDJEP
QPS
MB
$POWFODJØO
EF
MPT
%F-
SFDIPT
EFM
/J×P
t $POPDJNJFOUP
Z
SFTQFUP
TPCSF
MB
DPOTUSVDDJØO
IJTUØSJDB
EF
MPT
TÓNCPMPT
Z
DPONFNPSBDJP-
OFT
RVF
FYQSFTBO
JEFOUJEBE
Z
WBMPSFT
HSVQBMFT
SFHJPOBMFT
Z
OBDJPOBMFT


Eje Nº 3: En relación con la Ciudadanía, los Derechos y la Participación: Derechos Humanos
Derechos del Niño y participación ciudadana.

t %JTUJOHVJS
FOUSF
OPSNBT
NPSBMFT
QSFTDSJQDJPOFT
P
OPSNBT
EF
USBUP
TPDJBM
Z
OPSNBT
KVSÓEJ-
DBT
P
MFZFT
FO
MB
WJEB
HSVQBM
Z
DPNVOJUBSJB
B
USBWÏT
EFM
BOÈMJTJT
EF
TJUVBDJPOFT
QSPCMFNÈ-
UJDBT
EFM
ÈNCJUP
DPUJEJBOP
t 3FDPOPDFS
MB
SFMBDJØO
FOUSF
EFNPDSBDJB
F
JHVBMEBE
BOUF
MB
MFZ
Z
MB
WBMPSBDJØO
EF
QSÈDUJDBT

DJVEBEBOBT
FO
FM
FKFSDJDJP
EF
SFDMBNPT
Z
PUSBT
GPSNBT
EF
QSPUFTUB

t 3FDPOPDFSTF
B
TÓ
NJTNPT
Z
B
MPT
PUSPT
DPNP
TVKFUPT
EF
EFSFDIP
DBQBDFT
EF
SFTJHOJöDBS

MPT
EFSFDIPT
WJHFOUFT
DPNP
UBNCJÏO
QBSUJDJQBS
FO
TJUVBDJPOFT
EPOEF
OJ×PT
Z
OJ×BT
TFBO

DPOTVMUBEPT
Z
FTDVDIBEPT
FO
MPT
UFNBT
RVF
QSPNVFWBO
SFTQFUP
EF
TVT
EFSFDIPT

t 1SPEVDJS
EF
GPSNB
PSBM
P
FTDSJUB
UBOUP
FO
GPSNB
JOEJWJEVBM
DPNP
HSVQBM
FO
SFMBDJØO
DPO
MB

DJVEBEBOÓB
MPT
EFSFDIPT
Z
MB
QBSUJDJQBDJØO

t $POPDFS
Z
DPNQSFOEFS
DBTPT
WJODVMBEPT
B
MB
WVMOFSBDJØO
EF
EFSFDIPT
FO
MB
IJTUPSJB
SF-
DJFOUF
B
OJWFM
SFHJPOBM
B
USBWÏT
EF
UFTUJNPOJPT
PSBMFT
WJTVBMFT

FOUSF
PUSPT

t 0CTFSWBDJØO
DSÓUJDB
EF
NFOTBKFT
TVCZBDFOUFT
FO
EJGFSFOUFT
TPQPSUFT
EFM
FOUPSOP
DVMUVSBM

MJUFSBSJPT
BVEJPWJTVBMFT
NVTJDBMFT
FUD
Z
BOÈMJTJT
WBMPSBUJWP
EF
TVT
DPOUFOJEPT

t %JTUJODJØO
FOUSF
MBT
BDDJPOFT
MJCSFT
Z
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MJCSFT
Z
BQSPYJNBDJØO
BM
QSPCMFNB
EF
MB
SFTQPOTB-
CJMJEBE
B
USBWÏT
EFM
BOÈMJTJT
EF
DBTPT
Z
EJMFNBT
SFBMFT
F
IJQPUÏUJDPT

Objetivos de aprendizaje para Sexto Grado

Que al finalizar 6to. Grado los alumnos sean capaces de:

t 3FøFYJPOBS
TPCSF
EFSFDIPT
Z
SFTQPOTBCJMJEBEFT
FO
MB
DPOWJWFODJB
DPUJEJBOB
JEFOUJöDBOEP

BMHVOPT
EF
MPT
QSJODJQBMFT
EFSFDIPT
Z
SFTQPOTBCJMJEBEFT
RVF
DPSSFTQPOEFO
B
MPT
DJVEBEB-
OPT
FO
"SHFOUJOB
Z
MPT
%FSFDIPT
)VNBOPT
FTUBCMFDJEPT
USBOTOBDJPOBMNFOUF
t $PNQSFOEFS
MBT
JNQMJDBODJBT
ÏUJDBT
EF
MPT
QSPCMFNBT
QPTJDJPOFT
Z
DPODFQUPT
BOBMJ[BEPT

FO
DMBTF
EF
MBT
EJGFSFOUFT
ÈSFBT
BTVNJFOEP
VOB
QPTUVSB
GSFOUF
B
MPT
NJTNPT

t 3FDPOPDFS
Z
EFCBUJS
MPT
EJTDVSTPT
Z
MBT
SFQSFTFOUBDJPOFT
WFIJDVMJ[BEPT
QPS
MPT
NFEJPT
EF

DPNVOJDBDJØO
FO
UPSOP
B
QSPCMFNBT
EF
MPT
DJVEBEBOPT
FO
MB
BDUVBMJEBE
t $POTUSVJS
DBUFHPSÓBT
DPODFQUVBMFT
QBSB
JOUFSQSFUBS
MB
SFBMJEBE
TPDJBM
GPSNVMBS
KVJDJPT
EF

WBMPS
DSFDJFOUFNFOUF
GVOEBEPT
Z
QPTUVMBS
NPEPT
EF
JODJEJS
FO
FMMB
t "QSPYJNBSTF
B
MB
EJTUJODJØO
EF
MBT
DPNQFUFODJBT
CÈTJDBT
EF
DBEB
QPEFS
EFM
&TUBEP
Z
EF
MPT

QSJODJQBMFT
ØSHBOPT
EFM
TJTUFNB
QPMÓUJDP
JOTUJUVDJPOBM

t 1SPZFDUBSTF
B
TÓ
NJTNP
FO
FM
GVUVSP
JONFEJBUP
Z
NFEJBUP
FWBMVBOEP
MBT
BMUFSOBUJWBT
EF

DPOUJOVJEBE
EF
TV
GPSNBDJØO
QFSTPOBM
FO
MB
FTDVFMB
TFDVOEBSJB
Z
MBT
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QBSB
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t 1BSUJDJQBS
BSHVNFOUBOEP
DPO
GVOEBNFOUP
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FO
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TP-
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DPOøJDUPT
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EJMFNBT
P
DPOøJDUPT
EF
WBMPS
SFBMFT
P
IJQPUÏUJDPT


Contenidos / Saberes

Eje 1: En relación con la Reflexión Ética - La persona, valores y dignidad.

t 1BSUJDJQBDJØO
FO
SFøFYJPOFT
TPCSF
TJUVBDJPOFT
DPOøJDUJWBT
EF
MB
WJEB
FTDPMBS
P
EF
PUSPT

DPOUFYUPT
B
QBSUJS
EF
DSØOJDBT
QFSJPEÓTUJDBT
EF
MJUFSBUVSB
EF
DJOF
FOUSF
PUSBT
EJGFSFO-
t DJBOEP
QSPCMFNBT
ÏUJDPT
FO
FM
NBSDP
EF
EJTDVTJPOFT
BSHVNFOUBUJWBT
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DPOTJEFSBOEP
MB

EJWFSTJEBE
EF
PQJOJPOFT
t *EFOUJöDBDJØO
EF
DPOøJDUPT
FOUSF
EFCFSFT
WBMPSFT
F
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FO
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DPOUFYUPT

FTDPMBS
ÈNCJUPT
QÞCMJDPT

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QPTJCMFT
GPSNBT
EF
SFTPMVDJØO

t 3FHJTUSP
SFFMBCPSBDJØO
JOEJWJEVBM
Z
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EFM
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EF
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MB
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EFTJHVBMEBE
WJPMFODJB
FOUSF
PUSPT
t 3FBMJ[BDJØO
EF
BOÈMJTJT
DSÓUJDP
EF
EJTDVSTPT
FNJUJEPT
QPS
MBT
UFDOPMPHÓBT
EF
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EF
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FTUFSFPUJQPT
t &YQSFTBS
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EF
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t 6UJMJ[BDJØO
EFM
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FM
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FM
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Z
MB
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Eje Nº 2: En Relación con la Construcción Histórica de las Identidades - Identidades y diver-

sidades

t $PNQSFOEFS
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MPT

NJTNPT


 t 3FDPOPDFS
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Eje Nº 3: En relación con la Ciudadanía, los Derechos y la Participación: Derechos Humanos

Derechos del Niño y participación ciudadana.

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Contenidos/Saberes

Primer Ciclo

Eje 1: Los Procesos Tecnológicos.

Primer Grado Segundo Grado

Tercer Grado
Unidad Pedagógica

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Eje 2: Los Medios Técnicos

Primer Grado Segundo Grado

Tercer Grado
Unidad Pedagógica

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Eje 3: En relación con la reflexión sobre la tecnología, como proceso sociocultural: diversi-
dad, cambios y continuidades

Primer Grado Segundo Grado

Tercer Grado
Unidad Pedagógica

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Segundo Ciclo

Eje 1: Los Procesos Tecnológicos.

Cuarto Grado Quinto Grado

Sexto Grado
Unidad Pedagógica

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Eje 2: Los Medios Técnicos

Cuarto Grado Quinto Grado Sexto Grado

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Eje 3: En relación con la reflexión sobre la tecnología, como proceso sociocultural: diversi-
dad, cambios y continuidades

Cuarto Grado Quinto Grado Sexto Grado

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DPMBCPSBUJWB
DPOUBOEP
BEFNÈT
DPO
MB
QPTJCJMJEBE
EF
DPNVOJDBS
TVT
JEFBT


&O
FTUF
TFOUJEP
DSFFNPT
RVF
i$VBEFSOP
QBSB
FM
BVMBw
QBSB
FM
DJDMP
QVFEFO
TFSWJS
B
MPT

NBFTUSPT
DPNP
SFGFSFODJB
EF
QPTJCMFT
HVJPOFT
EJEÈDUJDPT
QBSB
MB
TFMFDDJØO
EF
UFNBT
Z

BDUJWJEBEFT
QBSB
FM
EFTBSSPMMP
EF
MBT
DMBTFT
&O
MBT
TFDVFODJBT
EJEÈDUJDBT
BMMÓ
EFTBSSPMMBEBT
MPT

NBFTUSPT
QPESÈO
FODPO-USBS
FKFNQMPT
FO
MPT
RVF
QSPQPOF
SFQSPEVDJS
QSPDFTPT
UÏDOJDPT
FO
FM

BVMB
SFTPMWFS
QSPCMFNBT
BOBMJ[BS
QSPDFTPT
FOUSF
PUSPT

Orientaciones para la enseñanza en el Segundo Ciclo

&O
FM
4FHVOEP
$JDMP
TF
QSPQPOF
BCPSEBS
QSPHSFTJWBNFOUF
MB
DPNQMFKJ[BDJØO
EF
QSPDFTPT
Z
PQF-
SBDJPOFT
TPCSF
MPT
NBUFSJBMFT
MB
FOFSHÓB
Z
MB
JOGPSNBDJØO
FO
EJGFSFOUFT
FTDBMBT
EF
QSPEVDDJØO
Z

BOBMJ[BOEP
DØNP
TF
FOFSHJ[BO
Z
DPOUSPMBO
$PNQSFOEJFOEP
BEFNÈT
MB
USBOTGFSFODJB
EF

GVODJPOFT
UÏDOJDBT
FO
NFDBOJTNPT
Z
NÈRVJOBT
B
USBWÏT
EF
TJUVBDJPOFT
QSPCMFNÈUJDBT
0CTFSWBS

MB
QSPHSF-TJWB
BVUPNBUJ[BDJØO
EF
MBT
PQFSBDJPOFT
JODMVJEBT
MBT
EF
DPOUSPM
DPNQSFOEJFOEP
MPT

TFOUJEPT
EFM
DBNCJP
UFDOPMØHJDP
B
USBWÏT
EF
VOB
NJSBEB
RVF
QVFEB
DBQUVSBS
MB
EJWFSTJEBE
MPT

DBNCJPT
Z
DPO-UJOVJEBEFT
FO
EJDIPT
QSPDFTPT

&O
FM
4FHVOEP
$JDMP
EFCFO
IBDFS
VOB
BQSPYJNBDJØO
QSPHSFTJWB
B
QSPDFTPT
UFDOPMØHJDPT
NÈT

DPN-QMFKPT
DPNP
MB
QSPEVDDJØO
QPS
NBOVGBDUVSB
&MMP
JNQMJDB
QPS
FKFNQMP
DPNQBSBS

QSPDFTPT
FO
EJGFSFOUFT
FTDBMBT
EF
QSPEVDDJØO
FO
DVBOUP
B
NBUFSJBMFT
PQFSBDJPOFT
NFEJPT

UÏDOJDPT
UBSFBT
EJTUSJCVDJØO
FTQBDJBM
Z
QSPEVDUPT
RVF
TF
PCUJFOFO
FOUSF
PUSPT
BTQFDUPT
3FBMJ[BS

FOTBZPT
EF
NBUF-SJBMFT
QBSB
FTUBCMFDFS
BMHVOBT
QSPQJFEBEFT
GÓTJDBT
Z
NFDÈOJDBT
DPNP
MB

EJMBUBDJØO
GVTJCJMJEBE
GVO-EJSTF
DPOEVDUJWJEBE
UÏSNJDB
QSPQJFEBEFT
ØQUJDBT
FMBTUJDJEBE

QMBTUJDJEBE
NBMFBCJMJEBE
EVDUJMJ-EBE
EVSF[B
UFOBDJEBE
GSBHJMJEBE
FOUSF
PUSBT
*EFOUJGJDBOEP

RVF
MPT
NBUFSJBMFT
DPO
QSPQJFEBEFT
TJNJMBSFT
QVFEFO
TFS
DPOGPSNBEPT
QPS
VO
NJTNP
UJQP
EF

UÏDOJDB

"EFNÈT
FO
FTUF
$JDMP
FT
OFDFTBSJP
PCTFSWBS
EF
NPEP
HFOFSBM
RVF
MB
UFDOPMPHÓB
OP
TØMP
USBOTGPS-

NB
MPT
NBUFSJBMFT
TJOP
UBNCJÏO
MB
FOFSHÓB
Z
MB
JOGPSNBDJØO
1VFEFO
SFDPOPDFS
PQFSBDJPOFT
TJNJMB-
SFT
FO
QSPDFTPT
EF
SFDPMFDDJØO
USBOTQPSUF
Z
EJTUSJCVDJØO
EF
BHVB
SFTJEVPT
DPSSFP
QPTUBM
HSBOPT

MÈDUFPT
FMFDUSJDJEBE
FOUSF
PUSPT
"
MB
WF[
JEFOUJGJDBS
FM
UJQP
EF
FOFSHÓB
VUJMJ[BEB
QBSB
SFBMJ[BS
MBT

PQFSBDJPOFT
FO
EJWFSTPT
QSPDFTPT
UFDOPMØHJDPT

&M
DPOPDJNJFOUP
TPCSF
MBT
FTUSVDUVSBT
TF
DPNQMFKJ[B
SFDPOPDJFOEP
MBT
GVODJPOFT
CÈTJDBT
EF
MBT
NJT-
NBT
BOBMJ[BOEP
MB
DBQBDJEBE
EF
TPQPSUBS
FTGVFS[PT
Z
DBSHBT
DPOTFSWBOEP
MB
FTUBCJMJEBE

0CTFSWBS
EJGFSFOUFT
DPOTUSVDDJPOFT
UPSSFT
QVFOUFT
FEJGJDJPT
BSDPT
JEFOUJGJDBOEP
MBT
GVODJPOFT

RVF
DVNQMFO
CBTFT
DPMVNOBT
WJHBT
Z
QMBUBGPSNBT

3FDPOPDFS
RVF
BMHVOBT
GPSNBT
DPNP
MB
USJBOHVMBDJØO
EF
QFSGJMFT
P
MBT
EJWFSTBT
GPSNBT
EF
QMFHBEP

7
-
5
FOUSF
PUSPT
BVNFOUBO
MB
SFTJTUFODJB
B
MPT
FTGVFS[PT


-BT
TJUVBDJPOFT
QSPCMFNÈUJDBT
QPTJCJMJUBO
MB
SFGMFYJØO
Z
MB
FYQFSJNFOUBDJØO
B
USBWÏT
EFM
EJTF×P
Z

DPOTUSVDDJØO
EF
FTUSVDUVSBT
5BOUP
FO
PQFSBDJPOFT
EF
DPOGPSNBDJØO
DPNP
EF
FOTBNCMBEP
EFCFO

UFOFS
MB
PQPSUVOJEBE
EF
BOUJDJQBS
F
JEFOUJGJDBS
SFMBDJPOFT
EF
EFQFOEFODJB
FOUSF
EJDIBT
PQFSBDJP-
OFT
SFDPOPDJFOEP
DVÈMFT
EFCFO
TFS
TVDFTJWBT
Z
DVÈMFT
QVFEFO
TFS
TJNVMUÈOFBT
FWBMVBOEP
BEF-
NÈT
FM
JNQBDUP
EF
SFUSBTPT
P
EFNPSBT

"
MB
WF[
SFMBDJPOBS
MBT
TFDVFODJBT
EF
PQFSBDJPOFT
DPO
TV
EJTUSJCVDJØO
FTQBDJBM
FO
VO
QSPDFTP
UFD-
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5BNCJÏO
TF
DPNQMFKJ[B
FM
DPOPDJNJFOUP
UFDOPMØHJDP
BM
JEFOUJGJDBS
MBT
BDDJPOFT
EF
DPOUSPM

FO
MPT
QSPDFTPT
B
USBWÏT
EF
EJWFSTBT
GVFOUFT
EF
JOGPSNBDJØO
3FQSFTFOUBOEP
Z
DPNVOJDBOEP
MB

JOGPSNBDJØO
UÏDOJDB
B
USBWÏT
EF
JOTUSVDUJWPT
EJCVKPT
QMBOPT
Z
EJBHSBNBT
FOUSF
PUSPT
3FDPOPDJFO-
EP
MB
OFDFTJEBE
EF
JOUFSDBNCJBS
JOGPSNBDJØO
FO
MBT
UBSFBT
SFBMJ[BEBT
VTBOEP
QSPHSFTJWBNFOUF
MBT

UFDOPMPHÓBT
NFEJÈUJDBT
Z
EJHJUBMFT

&O
FTUF
$JDMP
MPT
EPDFOUFT
QVFEFO
BTJHOBS
UBSFBT
FO
FYQFSJFODJBT
HSVQBMFT
EF
USBCBKP
SFDPOPDFS

EJGFSFOUFT
SPMFT
FO
DPOUFYUPT
SFBMFT
EF
QSPEVDDJØO
PCTFSWBOEP
DØNP
TF
EJWJEFO
MBT
UBSFBT
Z
TF

TJNQMJGJDBO
MPT
TBCFSFT
B
QBSUJS
EF
MB
QSPEVDDJØO
QPS
NBOVGBDUVSB
&O
FTUF
$JDMP
MPT
BMVNOPT
QVF-
EFO
BTJHOBS
UBSFBT
FO
FYQFSJFODJBT
HSVQBMFT
EF
USBCBKP
SFDPOPDFS
EJGFSFOUFT
SPMFT
FO
DPOUFYUPT

SFBMFT
EF
QSPEVDDJØO
PCTFSWBOEP
DØNP
TF
EJWJEFO
MBT
UBSFBT
Z
TF
TJNQMJGJDBO
MPT
TBCFSFT
B
QBSUJS

EF
MB
QSPEVDDJØO
QPS
NBOVGBDUVSB
MP
RVF
SFRVJFSF
EF
OVFWPT
NFEJPT
UÏDOJDPT
QBSB
BMDBO[BS
TVT

NFUBT
$PNQSFOEFS
FTUF
QBTBKF
EF
MBT
IFSSBNJFOUBT
NBOVBMFT
B
MPT
NFDBOJTNPT
Z
NÈRVJOBT
FT
FM

QSPQØTJUP
EFM
4FHVOEP
$JDMP

-B
FTDVFMB
EFCF
CSJOEBS
PQPSUVOJEBEFT
QBSB
MB
CÞTRVFEB
FWBMVBDJØO
Z
TFMFDDJØO
EF
BMUFSOBUJWBT

B
USBWÏT
EF
TJUVBDJPOFT
QSPCMFNÈUJDBT
RVF
JNQMJRVFO
QSPDFTPT
EF
EJTF×P
Z
DPOTUSVDDJØO
DPNV-
OJDBOEP
MBT
JEFBT
B
USBWÏT
EF
EJCVKPT
Z
CPDFUPT
VTBOEP
MBT
UFDOPMPHÓBT
EF
MB
JOGPSNBDJØO
Z
MB
DP-
NVOJDBDJØO
5*$
QBSB
CVTDBS
PSHBOJ[BS
DPOTFSWBS
SFDVQFSBS
QSPDFTBS
QSPEVDJS
Z
DPNVOJDBS
MB

JOGPSNBDJØO
UÏDOJDB

5BNCJÏO
TF
DPNQMFKJ[B
FM
DPOPDJNJFOUP
UFDOPMØHJDP
BM
JEFOUJGJDBS
MBT
BDDJPOFT
EF
DPOUSPM
FO
MPT

QSPDFTPT
B
USBWÏT
EF
EJWFSTBT
GVFOUFT
EF
JOGPSNBDJØO
3FQSFTFOUBOEP
Z
DPNVOJDBOEP
MB
JOGPS-
NBDJØO
UÏDOJDB
B
USBWÏT
EF
JOTUSVDUJWPT
EJCVKPT
QMBOPT
Z
EJBHSBNBT
FOUSF
PUSPT
3FDPOPDJFOEP

MB
OFDFTJEBE
EF
JOUFSDBNCJBS
JOGPSNBDJØO
FO
MBT
UBSFBT
SFBMJ[BEBT
VTBOEP
QSPHSFTJWBNFOUF
MBT

UFDOPMPHÓBT
NFEJÈUJDBT
Z
EJHJUBMFT

Evaluación

-PT
OJ×PT
TPO
CFOFGJDJBEPT
DVBOEP
MB
FWBMVBDJØO
TF
UPNB
DPNP
VOB
PQPSUVOJEBE
QBSB
NFKPSBS

MPT
BQSFOEJ[BKFT
&T
OFDFTBSJP
NPTUSBSMFT
MBT
GPSUBMF[BT
Z
EFCJMJEBEFT
EF
TV
USBCBKP
F
JOEJDBS
DØNP

QVFEF
EFTBSSPMMBS
MBT
QSJNFSBT
Z
NJOJNJ[BS
MBT
TFHVOEBT
%FCF
DPOUFOFS
MB
TVGJDJFOUF
JOGPSNBDJØO

QBSB
RVF
SFPSJFOUFO
TVT
FTGVFS[PT
FO
WJSUVE
EF
MB
DPOTFDVDJØO
EF
MPT
PCKFUJWPT
EF
BQSFOEJ[BKF

%FTEF
FM
«SFB
&EVDBDJØO
5FDOPMØHJDB
TF
EFCF
FWBMVBS
MB
BQMJDBDJØO
EF
DPODFQUPT
Z
IBCJMJEBEFT
BM

FOGSFOUBS
VOB
UBSFB
Z
MB
DPSSFTQPOEFODJB
FOUSF
FM
SFTVMUBEP
PCUFOJEP
Z
FM
EJTF×P
P
JOUFODJPOBMJEBE

FYQMJDJUBEB
B
TV
JOJDJP


&M
EPDFOUF
EFCF
FWBMVBS
EJTUJOUBT
IBCJMJEBEFT
FTQFDÓGJDBT
RVF
OP
TVFMFO
FWBMVBSTF
FO
PUSBT

EJT-DJQMJOBT
Z
FO
MBT
DVBMFT
FTUÈ
FO
KVFHP
MB
DSFBUJWJEBE
EFM
OJ×P
DPNP
EJTF×BS
NPEFMBS

SFQSFTFOUBS
TJNCØMJDBNFOUF
PSHBOJ[BS
Z
DMBTJGJDBS
JOGPSNBDJØO
UÏDOJDB
DPOTUSVJS
NBRVFUBT

JNBHJOBS
QSPDFTPT
EF
JOOPWBDJØO
QMBOJGJDBS
Z
PSHBOJ[BS
FNQSFOEJNJFOUPT
QSPHSBNBS
UBSFBT

FUDÏUFSB
1PS
TV
QBSUF
FM
OJ×P
EFCF
TFS
DBQB[
EF
FWBMVBS
DSÓUJDBNFOUF
TV
QSPEVDDJØO
UBOUP

JOEJWJEVBM
DPNP
HSVQBM
Z
EF
QSPQPOFS
DBNCJPT
Z
NFKPSBT
ZB
RVF
MB
WBMPSBDJØO
FM
FOTBZP
MB

QSVFCB
TPO
QBSUFT
JOTFQBSBCMFT
EF
MBT
FUBQBT
EF
DVBMRVJFS
QSPDFTP
UFDOPMØHJDP

Criterios Generales de Evaluación

4F
QMBOUFBO
DPNP
DSJUFSJPT
B
FWBMVBS
FO
FM
BMVNOP
TJ

t "OUJDJQB
SFTQVFTUBT
BDFSDB
EF
MPT
QSPEVDUPT
Z
MPT
QSPDFTPT
UFDOPMØHJDPT
BOBMJ[BOEP
FM
NPEP
FO
RVF
MBT
QFSTPOBT
SFBMJ[BO
UBSFBT
DPO
FM
DVFSQP
Z
DPO
MB
BZVEB
EF
NFEJPT
UÏDOJDPT
t 3FDPOPDF
DBNCJPT
Z
DPOUJOVJEBEFT
BM
FMBCPSBS
PCKFUPT
EF
EJTUJOUPT
DPOUFYUPT
Z
DVMUVSBT
t 3FDPOPDF
MB
EJWFSTJEBE
EF
UFDOPMPHÓBT
RVF
DPFYJTUFO
FO
VO
NJTNP
NFEJP
TPDJP
DVMUVSBM
t $PNQSFOEF
Z
SFTVFMWF
QSPCMFNBT
RVF
JOWPMVDSFO
NFEJPT
UÏDOJDPT
Z
QSPDFTPT
UFDOPMØHJ-
DPT
BOUJDJQBOEP
RVÏ
TF
WB
B
IBDFS
Z
DØNP
t 5PNB
DPODJFODJB
EF
TV
QSPQJP
BDDJPOBS
Z
EF
MPT
SFTVMUBEPT
PCUFOJEPT
B
USBWÏT
EFM
VTP
EF
MPT
NFEJPT
UÏDOJDPT
FNQMFBEPT
SFDPOPDJFOEP
MBT
DBSBDUFSÓTUJDBT
EF
MPT
NBUFSJBMFT
VUJMJ[B-
EPT
t 3FQSFTFOUB
NFEJBOUF
FM
VTP
EF
MFOHVBKF
WFSCBM
Z
OP
WFSCBM
t *EFOUJGJDB
MBT
QBSUFT
RVF
DPOGPSNBO
MBT
IFSSBNJFOUBT
SFMBDJPOBOEP
TVT
DBSBDUFSÓTUJDBT
DPO
MPT
NPEPT
EF
VTP
Z
MBT
GVODJPOFT
RVF
DVNQMFO
t 3FDPOPDF
MBT
UFDOPMPHÓBT
DPNP
QSÈDUJDBT
TPDJBMFT
RVF
NVMUJQMJDBO
Z
QPUFODJBO
DPOTF-
DVFODJBT
CFOFGJDJPTBT
Z
EF
SJFTHP
TPDJP
BNCJFOUBMFT
t "OBMJ[B
BSUFGBDUPT
JEFOUJGJDBOEP
MBT
GVODJPOFT
EF
MBT
QBSUFT
RVF
MPT
GPSNBO
FM
NPEP
FO
RVF
TF
FOFSHJ[BO
Z
DPOUSPMBO
Z
SFDPOPDJFOEP
BTQFDUPT
DPNVOFT
FOUSF
FMMPT
t *EFOUJGJDB
MBT
PQFSBDJPOFT
TPCSF
NBUFSJBMFT
FOFSHÓB
P
JOGPSNBDJØO
RVF
DPOTUJUVZFO
B
MPT
QSPDFTPT
UFDOPMØHJDPT
MPT
NPEPT
FO
RVF
TF
FOFSHJ[BO
Z
DPOUSPMBO
SFDPOPDJFOEP
BOBMP-
HÓBT
t 3FDPOPDF
FO
EJTUJOUPT
DPOUFYUPT
Z
DVMUVSBT
DBNCJPT
Z
DPOUJOVJEBEFT
FO
MPT
QSPEVDUPT
Z
QSPDFTPT
UFDOPMØHJDPT
DPO
FM
GJO
EF
JEFOUJGJDBS
FM
NPEP
FO
RVF
MB
iUFDOJGJDBDJØOw
NPEJGJDB
FM
SPM
EF
MBT
QFSTPOBT
FO
MB
SFBMJ[BDJØO
EF
MBT
UBSFBT
t %FTBSSPMMB
FYQFSJFODJBT
QSÈDUJDBT
DPO
IFSSBNJFOUBT
NBUFSJBMFT
NÈRVJOBT
Z
QSPDFTPT
RVF
QPTJCJMJUFO
UPNBS
DPODJFODJB
EF
MPT
SFTVMUBEPT
EF
TV
QSPQJP
BDDJPOBS
UFOJFOEP
FO
DVFOUB
DSJUFSJPT
EF
VTP
Z
TFHVSJEBE
FO
SFMBDJØO
DPO
MPT
NFEJPT
UÏDOJDPT
FNQMFBEPT
t $PNQSFOEF
FM
NPEP
FO
RVF
TF
PSHBOJ[BO
FO
FM
UJFNQP
Z
FM
FTQBDJP
MBT
PQFSBDJPOFT
MPT
SFDVSTPT
Z
FM
USBCBKP
EF
MBT
QFSTPOBT
FO
QSPDFTPT
EF
QSPEVDDJØO
MPDBMFT
SFHJPOBMFT
Z
OB-
DJPOBMFT
FO
QFRVF×B
Z
HSBO
FTDBMB


'LVHÍR&XUULFXODU

('8&$&,¯1
6(;8$/
,17(*5$/


Fundamentación

La Ley Nacional Nº 26.150 de Educación Sexual Integral, establece en el Art. Nº 1
“Todos los
educandos tienen derecho a recibir Educación Sexual Integral en todos los establecimientos educati-
vos públicos de gestión estatal y privada. A los efectos de esta ley, entiéndase como ESI la que articula
aspectos biológicos, psicológicos, sociales, afectivos y éticos.”

-B
&EVDBDJØO
4FYVBM
FSB
EFTBSSPMMBEB
DPNP
QSPQVFTUB
EF
FOTF×BO[B
FO
MPT
ÞMUJNPT
HSBEPT
EF

QSJNBSJB
DPO
VO
FOGPRVF
CJPMPHJDJTUB
RVF
BQVOUBCB
B
GPSUBMFDFS
MPT
DPOPDJNJFOUPT
WJODVMBEPT
B

MPT
DBNCJPT
DPSQPSBMFT
EF
MB
QVCFSUBE
4F
MB
SFMBDJPOBCB
DPO
FM
ÈSFB
EF
$JFODJBT
/BUVSBMFT
Z
MPT

DPOUFOJEPT
USBCBKBEPT
FSBO
MBT
EJGFSFODJBT
HFOJUBMFT
FM
FNCBSB[P
Z
FM
QBSUP
EF
NPEP
NFSBNFOUF

EFTDSJQUJWP

&O
MB
BDUVBMJEBE
DPO
VO
NBSDP
OPSNBUJWP
FO
WJHFODJB
TF
FOUJFOEF
MB
TFYVBMJEBE
DPO
VO
DPODFQUP

NÈT
BNQMJP
DPOWFODJEPT
EF
RVF
FMMB
BUSBWJFTB
QPS
DPNQMFUP
MB
WJEB
EF
MBT
QFSTPOBT
Z
EFUFSNJOB

EJWFSTBT
GPSNBT
EF
SFMBDJØO
DPO
MPT
EFNÈT
JOWPMVDSBOEP
UBOUP
MPT
BTQFDUPT
CJPMØHJDPT
DPNP
MPT

QTJDPMØHJDPT
SFMJHJPTPT
ÏUJDPT
Z
BGFDUJWPT

&O
MB
FTDVFMB
QSJNBSJB
MB
&EVDBDJØO
4FYVBM
*OUFHSBM


&4*


SFRVJFSF
VO
BCPSEBKF
USBOTWFSTBM
&T
QP-
UFODJBM
TV
SFMBDJØO
DPO
MPT
FTQBDJPT
DVSSJDVMBSFT
DPNP
-FOHVB
$JFODJBT
4PDJBMFT
&EVDBDJØO
'ÓTJDB

&EVDBDJØO
"SUÓTUJDB
TJO
RVF
FTUB
FOVNFSBDJØO
JNQMJRVF
VO
SFDPSUF
BDBCBEP
EF
MP
WJODVMBOUF

-PT
DPOUFOJEPT
QSPQVFTUPT
FO
MBT
ÈSFBT
DVSSJDVMBSFT
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Contenidos/Saberes

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Formación Ética y Ciudadana

En los Lineamientos curriculares de ESI

Primer Ciclo y Segundo Ciclo

Fundamentación

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Contenidos – Saberes

Primer Ciclo

Unidad Pedagógica (Primer Grado y Segundo Grado)

EJE Nº 1: En relación con La Reflexión Ética - La Persona, Valores y Dignidad

t &M
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En los Lineamientos curriculares de ESI

Unidad Pedagógica (Primer Grado y Segundo Grado)

Eje Nº 2: En relación con la construcción histórica de las identidades - identidades y diversi-

dades

t &M
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En los Lineamientos curriculares de ESI

Unidad Pedagógica (Primer Grado y Segundo Grado)

Eje Nº 3: En relación con la ciudadanía, los derechos y la participación: derechos humanos

derechos del niño y participación ciudadana.

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En los Lineamientos curriculares de ESI

Tercer Grado

Eje Nº 1: En relación con la reflexión ética - la persona, valores y dignidad

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t &M
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Eje Nº 3: En relación con la ciudadanía, los derechos y la participación: derechos humanos

derechos del niño y participación ciudadana.

t &M
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Segundo Ciclo

Cuarto Grado

Eje Nº 1: En relación con la reflexión ética - la persona, valores y dignidad

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Eje Nº 2: En relación con la construcción histórica de las identidades diversidades

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Eje Nº 3: En relación con la ciudadanía, los derechos y la participación: derechos humanos

derechos del niño y participación ciudadana.

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Quinto Grado

Eje Nº 1: En relación con la reflexión ética la persona, valores y dignidad

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Eje Nº 2: En relación con la construcción histórica de las identidades diversidades

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Eje Nº 3: En relación con la ciudadanía, los derechos y la participación: derechos humanos

derechos del niño y participación ciudadana.

t -B
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Sexto Grado

Eje Nº 1: En relación con la reflexión ética - la persona, valores y dignidad

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Eje Nº 2: En relación con la construcción histórica de las identidades diversidades

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Eje Nº 3: En relación con la ciudadanía, los derechos y la participación: derechos humanos

derechos del niño y participación ciudadana.

t %JBMPHBS
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Ciencias Naturales

En los Lineamientos curriculares de ESI

Primer Ciclo

Fundamentación

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Primer Ciclo

Unidad Pedagógica (Primer Grado y Segundo Grado)

Eje: El organismo humano y la salud

En los Lineamientos curriculares de ESI

t &M
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Eje: Distintos modos de vida

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Tercer Grado

Eje: El organismo humano y la salud

En los Lineamientos curriculares de ESI

t &M
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Eje: Distintos modos de vida

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Primer Ciclo

En los Lineamientos curriculares de ESI

Fundamentación

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Cuarto Grado

Eje: El organismo humano y la salud

En los Lineamientos curriculares de ESI

t &M
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t &M
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Eje: Valorar la afectividad

t &M
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Quinto Grado

Eje: El organismo humano y la salud

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Eje: Valorar la afectividad

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Sexto Grado

Eje: El organismo humano y la salud

En los Lineamientos curriculares de ESI

t &M
SFDPOPDJNJFOUP
EF
MBT
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EF
MPT
DBNCJPT
FO
MB
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t &M
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Eje: Valorar la afectividad

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Ciencias Sociales

Primer Ciclo

Unidad Pedagógica (Primer Grado y Segundo Grado)

Eje: Sociedades y espacios geográficos

En los Lineamientos curriculares de ESI

t -B
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t &M
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Eje: Sociedades a través del tiempo

Vida familiar y social de distintos grupos sociales en el pasado cercano.

En los Lineamientos curriculares de ESI

t &M
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Vida familiar y social de distintos grupos sociales en el pasado cercano.

En los Lineamientos curriculares de ESI

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t &M
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EF
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Eje: Sociedades y culturas: cambios y continuidades

Formas de organización familiar en contextos culturales diversos

En los Lineamientos curriculares de ESI

t &M
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Eje: Vida familiar y relaciones sociales de diferentes grupos en la sociedad colonial

En los Lineamientos curriculares de ESI

t -B
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Tercer Grado

En los Lineamientos curriculares de ESI

Eje: Sociedades y espacios geográficos: cambios y continuidades

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Formas de vida de los pueblos originarios del actual territorio argentino en el pasado y
en el presente

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Migraciones hacia la Argentina en diferentes contextos históricos.

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La vida social en diferentes contextos

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Segundo Ciclo

Cuarto Grado

Eje: Las sociedades a través del tiempo

En los Lineamientos curriculares de ESI

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Sociedades y territorios

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Quinto Grado

Eje: Las sociedades a través del tiempo

En los Lineamientos curriculares de ESI

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Eje: actividades humanas y la organización social

En los Lineamientos curriculares de ESI

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Sexto Grado

Eje: Las sociedades a través del tiempo

En los Lineamientos curriculares de ESI

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Sexto Grado

Eje: Actividades humanas y la organización social

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Primer Ciclo

Unidad Pedagógica (Primer Grado y Segundo Grado)

La construcción de habilidades para expresar la defensa de su integridad personal.

En los Lineamientos curriculares de ESI

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Tercer Grado

La construcción de habilidades para expresar la defensa de su integridad personal.

En los Lineamientos curriculares de ESI

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Segundo Ciclo

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Cuarto Grado

Eje: Comprensión y producción de textos orales

En los Lineamientos curriculares de ESI

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Eje: comprensión y producción de textos escritos

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Eje: Literatura

En los Lineamientos curriculares de ESI

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Quinto Grado

En los Lineamientos curriculares de ESI

Eje: Comprensión y producción de textos orales

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Cuarto Grado Educación Primaria

Ciencias Naturales Formación Ética y Ciudadana

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Quinto Grado Educación Primaria

Ciencias Naturales Formación Ética y Ciudadana

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Sexto Grado Educación Primaria

Ciencias Naturales Formación Ética y Ciudadana

Eje: En relación con los seres vivos: diversidad, Eje: En relación con la reflexión ética
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