The Curriculum. Conceptual and Practical Tensions

The Curriculum. Conceptual and Practical Tensions

The purpose of this essay is to analyze the formation of two currents in the field of curriculum. These currents, over the last century, were visualized in different ways: one which considers the educational project as linked to a system or an educational institution, a perspective expressed in...

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1. Verfasser: Díaz Barriga, Ángel
Format: Online
Sprache:spa
eng
Veröffentlicht: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2003
Online Zugang:https://redie.uabc.mx/index.php/redie/article/view/83
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spelling redie-article-832017-04-19T01:08:08Z The Curriculum. Conceptual and Practical Tensions El Currículo. tensiones conceptuales y prácticas Díaz Barriga, Ángel Curriculum curriculum history curriculum theory. Currículum historia del currículum teoría del currículum. The purpose of this essay is to analyze the formation of two currents in the field of curriculum. These currents, over the last century, were visualized in different ways: one which considers the educational project as linked to a system or an educational institution, a perspective expressed in the various proposals to develop study plans and programs; the other, which links it with concepts like everyday life, curriculum as educational practice and curricular reality, which vindicate what is happening in the educational environment, particularly in the classroom. This paper recognizes a meeting of both currents in the origins of the curriculum field in the early twentieth century; at the same time we analyze its evolution marked by mutual discrediting and ignorance that have generated tensions. It reflects on the need to identify the limitations of each current, but also to recognize their successes. El objeto de este ensayo es analizar la conformación de dos vertientes en el campo del currículo, que a lo largo del siglo pasado se expresaron en maneras divergentes de visualizarlo: la que lo considera vinculado al proyecto educativo de un sistema o una institución escolar, perspectiva que se expresa en las diversas propuestas para elaborar planes y programas de estudio, y la que lo vincula con conceptos como vida cotidiana, currículo como práctica educativa y realidad curricular, los cuales reivindican lo que acontece en el ámbito educativo, en particular en el aula. En este trabajo se reconoce un encuentro de ambas vertientes en los orígenes del campo curricular en los albores del siglo XX; al mismo tiempo se analiza su evolución marcada por descalificaciones y desconocimientos mutuos que han generado tensiones. Se reflexiona sobre la necesidad de identificar las limitaciones de cada vertiente, pero también de reconocer sus aciertos. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2003-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/83 Revista Electrónica de Investigación Educativa; Vol. 5 No. 2 (2003) Revista Electrónica de Investigación Educativa; Vol. 5 Núm. 2 (2003) 1607-4041 spa eng https://redie.uabc.mx/index.php/redie/article/view/83/1216 https://redie.uabc.mx/index.php/redie/article/view/83/147 https://redie.uabc.mx/index.php/redie/article/view/83/1217 https://redie.uabc.mx/index.php/redie/article/view/83/148 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
eng
format Online
author Díaz Barriga, Ángel
spellingShingle Díaz Barriga, Ángel
The Curriculum. Conceptual and Practical Tensions
author_facet Díaz Barriga, Ángel
author_sort Díaz Barriga, Ángel
title The Curriculum. Conceptual and Practical Tensions
title_short The Curriculum. Conceptual and Practical Tensions
title_full The Curriculum. Conceptual and Practical Tensions
title_fullStr The Curriculum. Conceptual and Practical Tensions
title_full_unstemmed The Curriculum. Conceptual and Practical Tensions
title_sort curriculum. conceptual and practical tensions
description The purpose of this essay is to analyze the formation of two currents in the field of curriculum. These currents, over the last century, were visualized in different ways: one which considers the educational project as linked to a system or an educational institution, a perspective expressed in the various proposals to develop study plans and programs; the other, which links it with concepts like everyday life, curriculum as educational practice and curricular reality, which vindicate what is happening in the educational environment, particularly in the classroom. This paper recognizes a meeting of both currents in the origins of the curriculum field in the early twentieth century; at the same time we analyze its evolution marked by mutual discrediting and ignorance that have generated tensions. It reflects on the need to identify the limitations of each current, but also to recognize their successes.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2003
url https://redie.uabc.mx/index.php/redie/article/view/83
_version_ 1715723503636840448

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