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...
Guardado en:
| Autores principales: | , |
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| Formato: | conferenceObject documento de conferencia Material Didáctico |
| Lenguaje: | Inglés |
| Publicado: |
2018
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| Materias: | |
| Acceso en línea: | http://hdl.handle.net/2133/13577 http://hdl.handle.net/2133/13577 |
| Aporte de: |
| Sumario: | 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. |
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