dc.creator |
Alejandra Amantea |
|
dc.creator |
Graciela Laura Cappeletti |
|
dc.creator |
Estela Beatriz Cols |
|
dc.creator |
Silvina Feeney |
|
dc.date |
2004-08-01T00:00:00Z |
|
dc.date.accessioned |
2015-07-20T22:32:57Z |
|
dc.date.available |
2015-07-20T22:32:57Z |
|
dc.identifier |
1068-2341 |
|
dc.identifier |
https://doaj.org/article/abd17e849fe5445aae6cf5fdb94d0d7d |
|
dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/22604 |
|
dc.description |
Este trabajo plantea una reflexión acerca de los procesos de diseño curricular que han tenido lugar en la Argentina en las dos últimas décadas. Su propósito es identificar las principales tendencias en las concepciones de los actores/diseñadores del curriculum acerca del contenido escolar, el texto curricular y el lugar del profesor como intérprete de ese texto. Se distinguen tres vertientes de pensamiento que han tenido impacto en los procesos de decisión curricular llevados a cabo en las instancias centrales del sistema: la tradición de la Didáctica General, la tradición de las Didácticas Especiales y la tradición disciplinar. Finalmente, se señala que una lectura del diseño curricular como proceso social requiere incorporar perspectivas que analicen el modo en que los aspectos culturales y políticos se articulan con decisiones correspondientes a la esfera técnica en los espacios y agencias de producción del texto curricular en contextos particulares. This work analyzes curriculum development processes that have taken place in Argentina during the period 1980-2000. The purpose of this article is to identify the main trends in the conceptions used by the key actors/designers of curriculum for school content, curricular texts and teachers´ place as interpreters of curricular texts. Three lines of thought are distinguished that have impacted curricular decision making processes carried out at the central levels of the system: the tradition of the General Didactics, the tradition of the Special Didactics, and the disciplinary tradition. Finally, this article concludes that a view of curriculum development as a social process needs to incorporate how cultural and political elements are articulated with technical decisions in the particular spaces and agencies where curricular texts are produced. |
|
dc.language |
English |
|
dc.language |
Spanish |
|
dc.language |
Portuguese |
|
dc.publisher |
Arizona State University |
|
dc.relation |
http://epaa.asu.edu/ojs/article/view/195 |
|
dc.relation |
https://doaj.org/toc/1068-2341 |
|
dc.rights |
CC BY |
|
dc.source |
Education Policy Analysis Archives, Vol 12, p 40 (2004) |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
DOAJ:Education |
|
dc.subject |
DOAJ:Social Sciences |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.subject |
Special aspects of education |
|
dc.subject |
LC8-6691 |
|
dc.subject |
Education |
|
dc.subject |
L |
|
dc.title |
Concepciones Sobre Curriculum, El Contenido Escolar y El Profesor En Los Procesos De ElaboraciónDe Textos Curriculares En Argentina Conceptions About Curriculum, School Content and The teachers in the process to produce texts Curriculum in Argentina |
|
dc.type |
article |
|