A Glance at International Curriculum Perspectives. Towards a Democratic, Deliberative and Living Curriculum

This paper presents a reflection on the main principles (theoretical and socio-political) involved in the formulation of a curriculum proposal. We note the tension between the respective positions of a formal or set curriculum versus a hidden or lived curriculum. We argue that it is imperative that...

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Main Author:	Rangel Torrijo, Hugo
Format:	info:eu-repo/semantics/article
Language:	spa
Published:	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2014
Subjects:	Curriculum Constructivism Skills Currículum constructivismo competencias
Online Access:	https://redie.uabc.mx/index.php/redie/article/view/380
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id	repositorioinstitucional-20.500.12930-6085
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spelling	repositorioinstitucional-20.500.12930-60852023-05-09T15:05:07Z A Glance at International Curriculum Perspectives. Towards a Democratic, Deliberative and Living Curriculum Una mirada internacional de la construcción curricular. Por un currículo vivo, democrático y deliberativo Rangel Torrijo, Hugo Curriculum Constructivism Skills Currículum constructivismo competencias This paper presents a reflection on the main principles (theoretical and socio-political) involved in the formulation of a curriculum proposal. We note the tension between the respective positions of a formal or set curriculum versus a hidden or lived curriculum. We argue that it is imperative that this unnecessary polarization be left behind by means of a democratic proposal of curricular policy. We posit an approach that we call living curriculum, a proposal that is, on the one hand, anchored in social practices and, on the other, entails the amalgamation of the component stages of the curriculum. It involves a democratic process of curriculum renewal, since its implementation must be participatory in order for it to be anchored in social practices. Likewise, it must involve an evaluation that mobilizes stakeholders and generates knowledge for the renewal of both the curriculum as well as the educational institutions. El presente texto propone una reflexión de los principios sobresalientes (de carácter teórico y sociopolítico) para formular una propuesta curricular. Señalamos la tensión existente entre las posiciones del currículum formal o establecido frente al oculto o vivido. Argumentamos que es necesario salir de esta polarización innecesaria a partir de una propuesta democrática de política curricular. Proponemos una aproximación que denominamos currículo vivo, esta propuesta consta por una parte de un anclaje con las prácticas sociales y por otra parte, la articulación de las etapas componentes del currículo. Se trata de un proceso democrático de renovación curricular, pues debe ser participativo en su implementación para lograr dicho anclaje. Asimismo, se debe conducir una evaluación movilizadora de los actores y generadora de un conocimiento para renovar tanto el currículum como las instituciones educativas. 2014-12-09 2021-06-03T03:03:27Z 2021-06-03T03:03:27Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/380 https://hdl.handle.net/20.500.12930/6085 spa https://redie.uabc.mx/index.php/redie/article/view/380/992 https://redie.uabc.mx/index.php/redie/article/view/380/1004 Derechos de autor 2019 Revista Electrónica de Investigación Educativa text/html application/pdf REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 17 No. 1 (2015) Revista Electrónica de Investigación Educativa; Vol. 17 Núm. 1 (2015) 1607-4041
institution	Repositorio Institucional
collection	DSpace
language	spa
topic	Curriculum Constructivism Skills Currículum constructivismo competencias
spellingShingle	Curriculum Constructivism Skills Currículum constructivismo competencias Rangel Torrijo, Hugo A Glance at International Curriculum Perspectives. Towards a Democratic, Deliberative and Living Curriculum
description	This paper presents a reflection on the main principles (theoretical and socio-political) involved in the formulation of a curriculum proposal. We note the tension between the respective positions of a formal or set curriculum versus a hidden or lived curriculum. We argue that it is imperative that this unnecessary polarization be left behind by means of a democratic proposal of curricular policy. We posit an approach that we call living curriculum, a proposal that is, on the one hand, anchored in social practices and, on the other, entails the amalgamation of the component stages of the curriculum. It involves a democratic process of curriculum renewal, since its implementation must be participatory in order for it to be anchored in social practices. Likewise, it must involve an evaluation that mobilizes stakeholders and generates knowledge for the renewal of both the curriculum as well as the educational institutions.
format	info:eu-repo/semantics/article
author	Rangel Torrijo, Hugo
author_facet	Rangel Torrijo, Hugo
author_sort	Rangel Torrijo, Hugo
title	A Glance at International Curriculum Perspectives. Towards a Democratic, Deliberative and Living Curriculum
title_short	A Glance at International Curriculum Perspectives. Towards a Democratic, Deliberative and Living Curriculum
title_full	A Glance at International Curriculum Perspectives. Towards a Democratic, Deliberative and Living Curriculum
title_fullStr	A Glance at International Curriculum Perspectives. Towards a Democratic, Deliberative and Living Curriculum
title_full_unstemmed	A Glance at International Curriculum Perspectives. Towards a Democratic, Deliberative and Living Curriculum
title_sort	glance at international curriculum perspectives. towards a democratic, deliberative and living curriculum
publisher	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate	2014
url	https://redie.uabc.mx/index.php/redie/article/view/380
_version_	1792609965346652160

A Glance at International Curriculum Perspectives. Towards a Democratic, Deliberative and Living Curriculum

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