Curriculum, teaching and interdiscipline.

This paper makes visible the problems around teachers’ knowledge regarding teaching and content management. It shows a proposal of Interdisciplinary Core Content (ICC) in the Ministry of Education of Santa Fe, Argentina. Aided by Shulman’s questions and his missing paradigm, we formulate our own...

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Detalles Bibliográficos
Autores principales: Morelli, Silvia, Carlachiani, Camila
Formato: conferenceObject documento de conferencia Material Didáctico
Lenguaje:Inglés
Publicado: 2018
Materias:
Teaching
Curriculum
Didactics
Complementary relationship
Acceso en línea:http://hdl.handle.net/2133/13577
http://hdl.handle.net/2133/13577
Aporte de:
Repositorio Hipermedial de la Universidad Nacional de Rosario (UNR) de Universidad Nacional de Rosario
id I15-R121-2133-13577
record_format dspace
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-121
collection Repositorio Hipermedial de la Universidad Nacional de Rosario (UNR)
language Inglés
orig_language_str_mv eng
topic Teaching
Curriculum
Didactics
Complementary relationship
spellingShingle Teaching
Curriculum
Didactics
Complementary relationship
Morelli, Silvia
Carlachiani, Camila
Curriculum, teaching and interdiscipline.
topic_facet Teaching
Curriculum
Didactics
Complementary relationship
description This paper makes visible the problems around teachers’ knowledge regarding teaching and content management. It shows a proposal of Interdisciplinary Core Content (ICC) in the Ministry of Education of Santa Fe, Argentina. Aided by Shulman’s questions and his missing paradigm, we formulate our own questions about the relationship between content and teaching: why is teaching a content-free domain? If it is a problem of curriculum and didactics, what can we do with these dissociated fields of study which need to keep coexisting in the same environment? Addressing the curriculum-didactics tension in teaching includes the disciplinary/interdisciplinary debates to set up contents. In the curriculum-society relationship, ICC are developed taking the social issues proper of each context about Human Rights, Climate Change, Violence, Energy, Culture, the Space, Nutrition and Health as starting points. As a micro-level curriculum policy, the selection and sequencing of content transforms into a teaching problem. While at the meso-level dialogue, the relationship between curriculum and didactics is strengthened. The event question about what is going on? shows its genealogical nature. This teaching scenario is established based on the didactic triad, conditioned by the institutional context and configured by the special characteristics of each one of the members of the class.
format conferenceObject
documento de conferencia
Material Didáctico
author Morelli, Silvia
Carlachiani, Camila
author_facet Morelli, Silvia
Carlachiani, Camila
author_sort Morelli, Silvia
title Curriculum, teaching and interdiscipline.
title_short Curriculum, teaching and interdiscipline.
title_full Curriculum, teaching and interdiscipline.
title_fullStr Curriculum, teaching and interdiscipline.
title_full_unstemmed Curriculum, teaching and interdiscipline.
title_sort curriculum, teaching and interdiscipline.
publishDate 2018
url http://hdl.handle.net/2133/13577
http://hdl.handle.net/2133/13577
work_keys_str_mv AT morellisilvia curriculumteachingandinterdiscipline
AT carlachianicamila curriculumteachingandinterdiscipline
bdutipo_str Repositorios
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