An encounter with the process models and critics of the curriculum
DOI:
https://doi.org/10.5377/ryr.v1i61.20629Keywords:
curriculum models, curriculum design, critical pedagogy, teaching-learning contentAbstract
The main theses of the process and critical models of curricular theories are presented, given the need to explore and historically understand the construction and reconstruction of educational practices and their impact on the production of technical, practical and emancipatory knowledge. To this end, the curricular constructs (cognitive interests of knowledge and modeling of the curriculum) are analyzed in order to identify the ways of interpreting the world, the trend of professional training and the teaching-learning contents, considered as inalienable premises for the reinvention of curricula in universities. It begins with the specification of the technical model of the curriculum, and then arrives at some approaches of Stenhouse (1998a; 1998b) on how the process model was based on praxeology (instruction, training, induction and initiation), action-research and reflective teaching as referents for the transformation of education. It ends with an adherence to the critical curriculum and self-reflective communities, linked to the problematization of knowledge and the possibilities for changing the course of education based on a dialectical and interdisciplinary vision, coined by the pedagogy of vocation and compassion as a basis for humanizing the areas of knowledge and inquiring into scientific research.
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Instituto de Ciencia, Tecnología e Innovación (ICTI)
Reality and Reflection
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