Procesos de (re)definición curricular entre la obligatoriedad y la inclusión. El caso del ciclo básico de la escuela secundaria cordobesa (2009–2018)
This article shares the results of a genealogical reconstruction of the curricular documentation development process intended for the Basic Cycle of Secondary School in the province of Córdoba during the period from 2009 to 2018 and its underlying political and pedagogical assumptions. This reconstr...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional del Litoral
2025
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14805 |
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| Sumario: | This article shares the results of a genealogical reconstruction of the curricular documentation development process intended for the Basic Cycle of Secondary School in the province of Córdoba during the period from 2009 to 2018 and its underlying political and pedagogical assumptions. This reconstruction illustrates how the jurisdictional curricular policy aimed to make curricular prescriptions effective by focusing on documentation production and the prioritization of determined knowledge as its main strategies. In order to guarantee educational inclusion, the construction of the jurisdictional curricular project implied redefinitions regarding how the transmission’s content is named, which also involves disputes concerning the teaching profession. In the context of (re)construction of «the common» (Terigi, 2008), the growing production of curricular materials generates a «paradoxical curricular expansion» that puts a strain on the meaning of the knowledge that makes up the Basic Cycle of Secondary School. Through this journey, the article seeks to contribute to the reflections on the value and relevance of the curricular dimension in the Basic Cycle in relation to the right of education. |
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