The term curriculum structure is also called a curriculum map, and refers to the way the curriculum is organized, i.e. the sequence used for the ordering of learning units according to their relevance in the curriculum (Aranda and Salgado, 2005). Therefore, the main function of this curriculum map is the display in space and time of all training units with respect to an educational program. According to Chan (2005), in the ordering criterion of training contention it is necessary to take into account the axes and learning times. The axes correspond to the cross-cutting areas or fields of knowledge that engage its contents; while time refers to the period in which a training program is executed, which in the upper volume is usually distributed in a semestral way.

The structure of the curriculum of the Professional School of Art is supported under the Model Educative de San Marcos; as well as the proposed methodological guide to the curriculum design of their careers. In the so-called curriculum map, the organization of contents is considered to be in direct relation to what is raised in the professional egress profile, where the curriculum can be structured from areas and lines or axes (Universidad Nacional Mayor de San Marcos (UNMSM, 2014).

Figure 1
Relationship of unification and inclusion between the elements corresponding to the curriculum applied to the races of the Universidad Nacional Mayor de San Marcos.

Also called study areas or areas of knowledge. They correspond to the parts with which the curriculum content is formed; in them are grouped the various like-minded glycatures in their discipline distribution. The formation of each area will promote the achievement of knowledge of a certain category presented in the curriculum, and together with the axes, will be responsible for cementing the structure that aims to achieve the professional profile (Sánchez et al., 2011). In addition, the areas of the curriculum are determined the different stages in which the formative process stands, the content and percentage of which is left to the team in charge of the elaboration of the curriculum plan with the shared responsibility between the principal of the school and its advisory committee. It should be noted that the formative content arranged in the curricular areas must be fully justified in the traits of the professional academic profile sought in the graduate. The Universidad Nacional Mayor de San Marcos considers five curricular areas: general studies, considered as the initial level where concepts of general culture of the enterers are reinforced; basic training, consisting of fundamental subjects on which the career is based; specialty training, where career-specific subjects are studied; complementary training, in which optional natures are found to cover the knowledge of each discipline; and pre-professional practices, the compulsory activity of which is directed to the curriculum (UNMSM, 2014).

For this research, reference will be made only to the scientific and specialty studies, since these areas correspond to the training on which the well-known coughs of the profession are based. As wells, the distribution of curriculars lines on which the compulsory subjects of the curriculum of the Professional School of Art are ordered is based.

The formation of curricular lines is established on the basis of a set of subjects of mandatory nature, which has as its main particularity the affinity in its contents; this feature is of paramount importance in determining the so-called sub-fields or sub-disciplines that are deslinded from the curriculum, and in which the student can specialize during the course of the career (Becerra and La Serna, 2019). Likewise, curricular lines or axes are considered pedagogical strategies that must be implemented to strengthen the achievement of crystallized capacities from the competencies pursued by the race; knowledge, skills and attitudes that would not be possible to approach a single discipline, but through a plan that sustains the gear of all its curriculum units (Sierra et al., 2009). Vision similar to that presented by Mora (2001), who manages to demarcate more in detail the structure that makes up the curricular lines, in which it emphasizes its integrative function by virtue of the horizontal and vertical ordering of the subjects that make up it. This author also refers to the processing of curricular lines it is important to determine the core contenido, understood as the linking axis on which the pragmatic contents of the subjects will be intercepted.

From the perspective of the autores Becerra and La Serna (2019) four dimensions or relevant aspects have been defined corresponding to the definition of curricular lines: the terms of organization, integration of competences, identification of sub competences and coordination of subjects. Concepts revised below.

In competency curriculum design, one of its main characteristics is the creation of curricular lines according to the curriculum; for it to happen, it is necessary to show the organizational dimension, which is managed according to the range of subjects distributed according to the specialized knowledge areas of the career. These are also defined by authors as thematic digressed, where two fundamental aspects for their formation are considered: content affinity and prior knowledge.

In addition, in order to understand the concept of the integration dimension of competences, it should be taken into account that each of the curricular lines corresponding to the curriculum is proposed according to the achievement of a competence of the specific profile of the career; as well as, from a competence of the general profile of egress, that is, each group of subjects that make up a curriculum line, have the peculiarity of being integrated based on thematic nuclei, in order to the scope of skills, destrezas and characteristicabilities of the profession, in addition toresponding to the profile of the university.

On the other hand, the sub competences are also known as capabilities, from which are detached the skills, understood as, the qualities and optimal faculties that are required to train in the graduate for his coming job performance. These abilities can be divided into cognitive and non-cognitive; with respect to the former, abstraction, observation, analysis, serious ion, among others, may be mentioned, while, in non-cognitive ones, psychomotor and also socio-affective capacities are recognized. In the evaluation processes carried out throughout a training program, the identification dimension of sub competences is important, since it allows the monitoring of the achievements achieved through its pivot subjects and integrative courses.

Thus, there is also the dimension of the subjects, which allows the articulation of contents established in the curricular lines and the criterion of affinity that is demanded of them, in addition to the competencies that are intended to be achieved through their thematic conglomerates. Such coordination is carried out both vertically and horizontally.

The indicators obtained for the study of curricular lines are detached directly from the dimensions already mentioned and are therefore also concepts that are inferable. According to Becerra and La Serna (2019) undefinitions are important, since they allow to establish the future observable elements in their statistical analysis.

The indicator to the end of content belongs to the organizational dimension, and refers both to the thematic relationship that subjects belonging to the same curriculum line must keep, as well as to the coherent arrangement of their learning units, in order to achieve the desired general and specific competencies.

In addition, the previous indicator is an indicator that corresponds to the organizational dimension where the importance of the sequential ordering of knowledge is highlighted, which are progressively available, directing learning from fundamental knowledge to the most advanced or specialized of the curriculum line to which it belongs.

On the other hand, specific circumstances are linked to the integration dimension of competences. This indicator provides those technical capabilities unique to a race, whose disciplinary training is subject to the specific profile of the graduate.

In addition, general eminences are related to the integration dimension of competences, and respond to an indicator directly linked to the achievements of distinctive capacities of each institution, which are expected to be formed through the general profile of the graduate.

Pivot signatures correspond to an indicator that belongs to the sub competence identification dimension. These refer to the follow-up process highlighted in the selected evaluation subjects, on which the achievement of egress profile competencies will be measured through so-called partial headings.

Integrative courses also refer to an indicator that corresponds to the dimension identification of sub competences. These, similar to pivot subjects, also evaluate the achievement of the egress profile, with the difference that these subjects are introduced in the final cycles of the curriculum, where both general and specific competencies measure.

Vertical coordination is an indicator that concerns the coordinating dimension of subjects, and re-directs the progressiveness of learning achieved through content sequentially. This indicator is based on the fundamentals of the curriculum line, in order to continuously reach the most specialized knowledge of it. It is sought in this way to establish the learning of a particular curriculum, in addition to the achievement of general and specific competencies.

Horizontal coordination is an indicator that integrates the coordinating dimension of the subjects. This action is carried out among several teachers who are in charge of the development of the same subject arranged for different sections. Since these are courses belonging to the same cycle, a coordinator is required to watch over training equal in content and demands.

Table 1 shows the variable curricular lines based on their dimensions and indicators. The operationalization of this concept is of paramount importance for the full understanding of its definition, and its subsequent linkage with competences.

Table 1
Dimensions and indicators of curricular lines

The observed curricular lines are directly in affiliation to the specific and specialty study areas; therefore, soar conjunction is generated through the general and specific competencies that are sought to achieve for each of these. The following definitions have been collected from the main document revised in this research, the Curricle of the P-School of Art (2017).

First of all, the line of universal art history belongs to the area of specific studies. This line emphasizes the learning of the most important currents of the Western world, covering a comprehensive historical predict ranging from prehistory to contemporaneity, where the sequentially of the subjects that make up it is appreciated.

Next, the theoretical-methodological line corresponds to the area of specific studies. In this line are various subjects that can be subdivided into three core axes; the courses that review artistic theory, the courses that review the critical part and finally, the workshops related to the investigation and preparation of thesis.

On the other hand, the music and dance line fall within the specific study area. Although it has only two subjects linked to music, this line focuses both on the historical development, as well as on the language of its branch.

In addition, the Peruvian art history concerns the area of specialty studies. On this line is accentuated the analysis of the main Peruvian artistic manifest; it can be subdivided into three core axes: the historical study of Peruvian art, ranging from ancient Peru to actuality; that related to the history of Peruvian architecture, ranging from antiquity to the twentieth century and finally an axis oriented to the study of Peruvian folk art.

On the other hand, the technical-artistic linerelates to the area of specialty studies. In this line is only the subject of artistic techniques, which aims to historically review various techniques of the artistic world and how they are inserted into context over time.

Also, the Latin history of Latin American art integrates the area of specialty studies. This line emphasizes the research of the main artistic manifestations coming from Latinoamérica, from antiquity to the twentieth century.

Finally, l alínea patrimonio y gestion is incorporated into the area of specialty studies. This line is characterized by deepening artistic study from branches related to the heritage, conservation, management and promotion of Peruvian art.

Curriculum mesh is shown as an instrument that compiles through a flowchart the sequence of all the subjects that make up a curriculum (Santiváñez, 2012). The purpose of this diagbranch is the panoramic visualization of all the courses that are part of the academic burden of the career, from when the student begins his training until he concludes it. Ideal resource to identify curricular lines with their respective pivot subjects and integrative courses (Becerra & La Serna, 2019).

Table 2
Area of specific studies in curriculum mesh.

Table 3
Specialty study areas in curriculum mesh.

Tables 2 and 3 have provided for the sequentially of subjects planned by academic cycles, taking into account the area of study and its corresponding curricular lines within the curriculum mesh of the art career. The visualization of this flowchart is substantial, as it will allow to identify the temporary location of the revised evaluation subjects in the concepts of pivot subjects and integrative courses.

The concept of egress profile refers to a number of conditions that an institution accredits according to the competencies achieved by its students throughout the career; son estas capabilities achieved which certify and predispose the future professional performance of the graduate (Morales, 2017). Within the egress profile it is important to distinguish the general profile, where it is sought to develop in the student those soft skills that are distinctive to them as part of an institution; as wells, it must be considered the specific profile, where the main task is the training of the student in technical competences, which are distinguished between the various careers that are parotta university (Becerra & La Serna, 2019).

In reference to the definition of the profile obtained by the art graduate, in the curriculum of this school it is expressed that the student receives a multidisciplinary training, which allows him at the end of the career, to be prepared for the study and research of various artistic currents, as well as in the application of knowledge and skills typical of the profession (Escuela Professional of Art, 2017). In addition, this description does not explicitly specify the general profile, nor the specific profile of the career, it does reveal its two main dimensions: research in art; as well as cultural heritage and management.

Research in art seeks a scientific-humanist orientation, where the theoretical, historical and critical aspects that allow n the acquisition of knowledge about the various artistic languages and their development, with a special interest in Peruvian and Latin American art, stand out. To this end, research seeks to apply instruments, techniques and processes from the study of the artistic object, where analytical and synthesis capacity are paramount for the perceptual development and cultivation of sensitivity.

With regard to patrimony and cultural management, a profile of competencies is sought in which the student is trained for the promotion and valuation of Peruvian art, taking into account its various manifestations and historical development. In addition, this dimension encourages autonomy for the elaboration and participation in multidisciplinary projects, where research is sought in order to revitalize Peruvian art and the affirmation of a cultural identity.

pedro.apolo@unmsm.edu.pe