Pertinencia de la metodología STEM+ frente al contenido curricular de los grados quinto y sexto: análisis desde la experiencia docente en Pereira
Fecha
2026
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Universidad de Manizales
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Resumen
La implementación de metodologías innovadoras en el sistema educativo colombiano plantea el desafío de garantizar su pertinencia curricular y contextual, especialmente en la educación básica. En este marco, la presente investigación tuvo como objetivo interpretar las percepciones de los docentes frente a la pertinencia de la metodología STEM+ en la malla curricular de los grados quinto y sexto de la Institución Educativa Alfonso Jaramillo Gutiérrez, en la ciudad de Pereira, considerando su coherencia con el contexto institucional, social y territorial. El estudio parte del problema relacionado con la necesidad de comprender cómo las propuestas STEM+ se articulan efectivamente al currículo escolar y a las prácticas pedagógicas, más allá de su adopción instrumental o normativa. La investigación se desarrolló desde un enfoque cualitativo con diseño interpretativo, utilizando entrevistas semiestructuradas y análisis documental como técnicas de recolección de información. Los resultados evidencian que la metodología STEM+ es percibida por los docentes como pertinente y coherente con la malla curricular, al favorecer la integración interdisciplinar, el aprendizaje situado y la conexión del currículo con problemáticas reales del estudiantado.
The implementation of innovative methodologies in the Colombian education system poses the challenge of ensuring their curricular and contextual relevance, particularly in basic education. Within this framework, the present study aimed to interpret teachers’ perceptions regarding the relevance of the STEM+ methodology in the curriculum of fifth and sixth grades at the Alfonso Jaramillo Gutiérrez Educational Institution in the city of Pereira, considering its coherence with the institutional, social, and territorial context. The study addresses the problem related to the need to understand how STEM+ proposals are effectively articulated with the school curriculum and pedagogical practices, beyond their instrumental or normative adoption. The research was conducted using a qualitative approach with an interpretative design, employing semi-structured interviews and documentary analysis as data collection techniques. The results indicate that the STEM+ methodology is perceived by teachers as relevant and coherent with the curriculum, as it promotes interdisciplinary integration, situated learning, and the connection of curricular content with real-life issues faced by students.
The implementation of innovative methodologies in the Colombian education system poses the challenge of ensuring their curricular and contextual relevance, particularly in basic education. Within this framework, the present study aimed to interpret teachers’ perceptions regarding the relevance of the STEM+ methodology in the curriculum of fifth and sixth grades at the Alfonso Jaramillo Gutiérrez Educational Institution in the city of Pereira, considering its coherence with the institutional, social, and territorial context. The study addresses the problem related to the need to understand how STEM+ proposals are effectively articulated with the school curriculum and pedagogical practices, beyond their instrumental or normative adoption. The research was conducted using a qualitative approach with an interpretative design, employing semi-structured interviews and documentary analysis as data collection techniques. The results indicate that the STEM+ methodology is perceived by teachers as relevant and coherent with the curriculum, as it promotes interdisciplinary integration, situated learning, and the connection of curricular content with real-life issues faced by students.
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Palabras clave
Educación básica primaria, Currículo, Innovación pedagógica, Gestión eductiva, Pedagogical innovation, STEM+
