The curricular policies and how they translate in secondary education: an analysis based on post-critical theories.
Our starting point is understanding the curriculum as a complicated conversation (Pinar, 2011) which connects past, present and future experiences. Since it is a symbolic construct, it should be historically, socially and autobiographically defined in order to be studied. In this sense, the cur...
Guardado en:
| Autor principal: | |
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| Formato: | conferenceObject documento de conferencia acceptedVersion Material Didáctico |
| Lenguaje: | Inglés |
| Publicado: |
2019
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| Materias: | |
| Acceso en línea: | http://hdl.handle.net/2133/14850 http://hdl.handle.net/2133/14850 |
| Aporte de: |
| id |
I15-R121-2133-14850 |
|---|---|
| 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 |
Curricular policies Secondary education Post-critical theories |
| spellingShingle |
Curricular policies Secondary education Post-critical theories Carlachiani, Camila The curricular policies and how they translate in secondary education: an analysis based on post-critical theories. |
| topic_facet |
Curricular policies Secondary education Post-critical theories |
| description |
Our starting point is understanding the curriculum as a complicated
conversation (Pinar, 2011) which connects past, present and future experiences.
Since it is a symbolic construct, it should be historically, socially and
autobiographically defined in order to be studied. In this sense, the curriculum-
society relationship is inherent to the curricular investigation. We place this
relationship in the context of the Generalized Structural Crisis (De Alba, 2007), which
is presented as a “melting pot of unprecedented opportunities to contribute in
different ways to the task of transforming reality towards a better world” (De Alba,
2007, p. 104). In this framework, the great challenge for secondary education in this
century is the possibility of building social environments (De Alba, 2007) towards
new world figures.
From a post-critical perspective, we study the institutional development of the
curriculum in the secondary school in connection with the different curricular policies’
decision levels and what this translates into (Casimiro Lopes, et. al., 2013). To
achieve this, we intend to investigate which are the inclusion discourses and the
meanings of secondary education that are present in the curricular policies from the
supra level to the nano level (Stirling Network for Curriculum Studies, 2016) and how
are these translated focusing the analysis on the local/global tension (Ball, 2001).
Finally, we are interested in analyzing the curricular practices that, at the nano level,
are able to dislocate the modern school format generating in young women and men
school experiences (Dubet y Martuccelli, 1998) that guarantee the inclusive and
obligatory characteristics.
Based on a first approach to the field, it is possible to discern that the
interdisciplinarity in teaching and its connection with local social issues constitute
one way of approaching the mentioned dislocation. Its relevance lies in retrieving
dimensions satanized by positivism: imagination, creativity, intuition, uncertainty
(Torres Santomé, 1994). |
| format |
conferenceObject documento de conferencia acceptedVersion Material Didáctico |
| author |
Carlachiani, Camila |
| author_facet |
Carlachiani, Camila |
| author_sort |
Carlachiani, Camila |
| title |
The curricular policies and how they translate in secondary education: an analysis based on post-critical theories. |
| title_short |
The curricular policies and how they translate in secondary education: an analysis based on post-critical theories. |
| title_full |
The curricular policies and how they translate in secondary education: an analysis based on post-critical theories. |
| title_fullStr |
The curricular policies and how they translate in secondary education: an analysis based on post-critical theories. |
| title_full_unstemmed |
The curricular policies and how they translate in secondary education: an analysis based on post-critical theories. |
| title_sort |
curricular policies and how they translate in secondary education: an analysis based on post-critical theories. |
| publishDate |
2019 |
| url |
http://hdl.handle.net/2133/14850 http://hdl.handle.net/2133/14850 |
| work_keys_str_mv |
AT carlachianicamila thecurricularpoliciesandhowtheytranslateinsecondaryeducationananalysisbasedonpostcriticaltheories AT carlachianicamila curricularpoliciesandhowtheytranslateinsecondaryeducationananalysisbasedonpostcriticaltheories |
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Repositorios |
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