Experience of Construction of Curriculum Referents with Technological Incorporation for Teachers' training in Latin America and the Caribbean

Abstract

This article presents the experience of construction of curriculum referents with technological incorporation for teachers' training in Latin America and the Caribbean in and for the diversity of Latin America and the Caribbean. It was a qualitative study with a hermeneutical approach where it was exposed the context, the methodology and the work that enabled the production of a set of curricular referents with the participation of research professors from the universities of Mexico, El Salvador, Nicaragua, Colombia, Peru, Bolivia, Chile and Spain. The results show that the curricular referents are focus on the teachers' training who can contribute to overcome the economic, social and cultural inequalities that affect the school and learning context. In addition to contemplate and highlight the recognition, acceptance and work with diversity, as communicative expression that suppresses distances and allows the creation of open and interactive products for vulnerable populations in Latin America and the Caribbean.