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Curricullum Essay

1521 words - 7 pages

APROXIMACIÓN AL CONCEPTO DE CURRICULUM:
El curriculum supone un proyecto socio-político-cultural que orienta una práctica educativa escolar articulada y coherente, e implica una planificación previa flexible con diferentes niveles de especificación para dar respuesta a situaciones diversas, no todas previsibles y constituirse en un marco de actuación profesional para los planificadores, técnicos, directores y docentes.
“Un curriculo es una tentativa para comunicar los principios y rasgos esenciales de un propósito educativo, de forma tal que permanezca abierto a discusión crítica y pueda ser trasladado efectivamente a la práctica”. (STENHOUSE: Op. Cit. Cap. I.)

NIVELES DE ...view middle of the document...

[1].. Este nivel requiere que las instituciones hagan uso de los espacios de autonomía otorgados por la Ley Federal de Educación y la Ley de Educación Superior; como así también por espacios generados a nivel jurisdiccional.
Componentes básicos que se concretan en el currículum.
El currículum ha de responder a cuatro preguntas básicas:
¿Qué enseñar?. Implica analizar qué dimensiones del desarrollo se pretende potenciar; qué contenidos de aprendizaje se pretende que los sujetos adquieran; qué experiencias formativas se les ofrecerá durante la escolaridad...
¿Cuándo enseñar?. Hace referencia a la organización y ordenamiento temporal de lo explicitado como respuesta a la primer pregunta, con el fin de establecer secuencias de aprendizaje óptimas. Implica determinar qué contenidos y experiencias se les va a ofrecer-exigir en cada etapa de la escolaridad.
¿Cómo enseñar?. Este componente está íntimamente relacionado con los dos anteriores en tanto y en cuanto las respuestas dadas a ellos influye en la propuesta metodológica. Es importante en este punto recordar que no hay recetas y que la metodología es una construcción en donde confluyen aspectos tales como: espacio, tiempo, agrupamiento, contenidos, recursos disponibles, etc.

¿Qué, cómo y cuándo evaluar?. La evaluación tiene como finalidad determinar el grado en que se han conseguido las intenciones educativas y permitir ajustar la ayuda pedagógica a las características individuales y/o grupales. A la pregunta qué, nos respondemos: esquemas de conocimientos que posee el alumno; dificultades y progresos; y tipos y grados de aprendizajes logrados en relación con los objetivos y contenidos. A la pregunta cuándo pensamos en los momentos o fases del proceso de enseñanza y aprendizaje: inicio, proceso y final. Al interrogante cómo nos respondemos acerca de la forma o manera en que lo vamos a hacer, es decir, pensamos en los instrumentos que utilizaremos para recabar información acerca de los aspectos que se van a evaluar. Resumiendo podemos decir que hay tres modalidades de evaluación: la inicial, la formativa y la sumativa.

ENFOQUE TECNOLOGICO DEL CURRICULUM:
Este enfoque representa la tendencia más poderosa en la teorización curricular, en su diseño, concepción y aplicación en los últimos años. Hemos sido formados y trabajamos aún bajo su influjo, por ello resulta interesante reflexionar sobre los supuestos que subyacen a tal concepción, como punto de partida para avanzar hacia una concepción superadora sobre el currículum.
Lo que sobresale en la racionalidad tecnológica es el exacto cumplimiento de la relación medio-fines; es decir que conociendo el problema, se fijan los objetivos y se elabora el curso de acción a seguir, y esta secuencia garantizaría ya el logro de la meta propuesta. Se tecnifica la acción didáctica para producir determinados efectos en el alumno/a, cuya manipulación sería el logro de los objetivos educativos previstos. La atención está...

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