OECC-02 Espinoza/ Cox - www.imprimir.cl
TEORÍA CURRICULAR Visiones en conflicto y preocupaciones permanentes Michael Stephen Schiro Boston College SAge Publications, California 2008
1.- Introducción a las ideologías curriculares Traducción para el curso EDU 0162, de Andrés Navarrete
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h'() *2 1+1 ;();.1-')1 21 */( / 1+1 02,')(21 +&/ ;2(1;2,'-@/ 1)B(2 1+1 ;();-/1 :-0)1):4/1 *2 0/ 2*+,/,-.& 2& (20/,-.& ,)& 0/1 ,+/'() -*2)0)34/1 ,+((-,+0/(21 D+2 9/& '2&-*) CF 2& 21'2 E)E2&') '-2&2&C +&/ ;():+&*/ -&:0+2&,-/ 2& 0/1 21,+20/1 &)('2/E2(-,/&/1" =0 0-B() ;(-E2() *21,(-B2 F /&/0-
,+/&*) 0)1 2*+,/*)(21 '-2&2& +&/ ;2(1;2,'-@/ 1)B(2 0/1 *-:2(2&,-/1 2&'(2 0)1 E/(,)1 ,+((-,+0/(21 D+2 /,'+/0E2&'2 -&:0+2&,-/& 20 *-?0)3) ;MB0-,) 1)B(2 2*+,/,-.&7 F 0/1 ,)E;(2&*2&7 ;+2*2 :/,-0-'/(12 1+ ,)&'(-B+,-.& /0 *2B/'2 ;MB0-,) 1)B(2 /1+&')1 2*+,/,-)&/021" =& D+-&') 0+3/(7 ,+/&*) 0)1 2*+,/*)(21 ,)E;(2&*2& 0/1 ;(21-)&21 -*2)0.3-,/1 D+2 0/ 1),-2*/* F 1+1 ,)023/1 2H2(,2& 1)B(2 200)17 12 ;)1-B-0-'/ D+2 @2/& 0/ @2(*/*2(/ *-E2&1-.& *2 21'/1 ;(21-)&21 F D+2 0)3(2& E-&-E-
=1'2 0-B() 12 (2:-2(2 '/&') / 0/ &/'+(/02
I)1 &)EB(21 D+2 12 +'-0-
I)1 *2:2&1)(21 *2 0/ -*2)0)34/ V,/*GE-,/ =(+*-'/ ,(22& D+27 ,)& 20 ;/1) *2 0)1 1-30)17 &+21'(/ ,+0'+(/ 9/ /,+E+0/*) ,)&),-E-2&') -E;)('/&'2 D+2 9/ 1-*) )(3/&-&/ *-1,-;0-&/ /,/*GE-,/ 12 ,)&1-*2(/ ,)E) +&/ ,)E+&-*/* H2(?(D+-,/ *2 32&'2 2& B+1,/ *2 0/ @2(*/* *2&'() *2 +&/ ;/('2 *20 +&-@2(1) *20 ,)&),-E-2&')" I/1 ,)E+&-*/*21 H2(?(D+-,/1 ,)&1'/& *2 0)1 D+2 -&@21'-3/& ;/(/ 0023/( / 0/ @2(*/* N0)1 2(+*-')1 2& 0/ ;/('2 1+;2(-)( *2 0/ H2(/(D+4/O7 0)1 D+2 2&126/& 0/ @2(*/* ND+-2&21 *-@+03/& 0/ @2(*/* *21,+B-2('/ ;)( 0)1 2(+*-')1O7 F 0)1 D+2 /;(2&*2& 0/ @2(*/* N21'+*-/&'21 ,+F/ 0/B)( 21 /;(2&*2( 0/ @2(*/* ;/(/ /14 ;)*2( ,)&@2('-(12 2& E-2EB()1 *-21'()1 *2 0/ *-1,-;0-&/O" =0 )BH2'-@) *2 0/ 2*+,/,-.& ;/(/ 0)1 V,/*GE-,)1 =(+*-')1 21 0/ 2Y'2&1-.& *2 1+1 *-1,-;0-&/1 E2*-/&'2 0/ -&,0+1-.& *2 H.@2&21" =1') -&@)0+,(/ 0/ ,)&@2(1-.& *2 0)1 H.@2&21 2& E-2EB()1 *2 +&/ *-1,-;0-&/7 ;(-E2() 002@?&*)0)1 / 200/ ,)E) 21'+*-/&'21 F 0+23) ;()E)@-G&*)0)1 *21*2 0/ B/12 *2 0/ H2(/(D+4/ 9/1'/ 0/ ,+EB(2" I/ 2Y'2&1-.& *2 +&/ *-1,-;0-&/ 12 0)3(/ / '(/@G1 *2 0/ '(/&1E-1-.& *2 1+ ,)&),-E-2&') F 1+1 E)*)1 *2 ;2&1/E-2&') / 0)1 21'+*-/&'21" =0 ,+((4,+0) 2&'(23/ 0)1 E2*-)1 ;/(/ 21'/ Enfocado en los contenidos
Ejercicio de memoria y razón
esultado > proceso
'(/&1E-1-.&7 F '/&') 1+ 1-3&-:-,/*) ,)E) 1+ (/<.& *2 12( *2(-@/& *2 0/1 *-1,-;0-&/1 /,/*GE-,/1" I/ ;(-&,-;/0 ;(2),+;/,-.& *2 0)1 V,/*GE-,/1 =(+*-')1 21 ,)&1'(+-( +& ,+((4,+0) *2 E/&2(/ '/0 D+2 (2:02H2 0/ 212&,-/ *2 1+ *-1,-;0-&/" !" $%&'(')*" %& (" /3$,$&4,$" 5',$"(
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I)1 ;/('-*/(-)1 *2 0/ 2*+,/,-.& U2&'(/*/ 2& 20 =1'+*-/&'2 &) 12 2&:),/& 2& 0/1 &2,21-*/*21 *2 0/ 1),-2*/* &- 2& 0/1 *2 0/1 *-1,-;0-&/1 /,/*GE-,/17 1-&) 2& 0/1 &2,21-*/*21 F ;(2),+;/,-)&21 *2 0)1 -&*-@-*+)1" U(22& D+2 0/1 21,+20/1 *2B2(4/1 12( 0+3/(21 ;/(/ *-1:(+'/(7 *)&*2 0/1 ;2(1)&/1 12 *21/(()002& &/'+(/0E2&'2 F *2 /,+2(*) / 1+1 ;();-/1 &/'+(/02
,(2,-E-2&') ,)E) 20 '2E/ ;(-&,-;/0 *2 1+1 21:+2(<)1" =0 ,(2,-E-2&') *2 0)1 21'+*-/&'21 2& 'G(E-&)1 *2 1+ *212&@)0@-E-2&') *2 /,+2(*) / 0/1 02F21 *2 1+ 12( 12 ,)&@-2('2 2& 20 )BH2'-@) *2 0)1 2*+,/*)(21" =&')&,217 0/ 2*+,/,-.& 1+;)&2 0/ 2Y'(/,,-.& *2 0/1 ,/;/,-*/*21 -&92(2&'21 / 0/1 ;2(1)&/1" =1 +& :/,-0-'/*)( *2 +& ,(2,-E-2&') 1/0+*/B027 @-('+)1)7 F B2&2:-,-)1) 1- 0) D+2 12 2Y'(/2 21 ')E/*) *2 0/1 9/B-0-*/*21 -&&/'/1 *2 0)1 -&*-@-*+)1" =0 ;)'2&,-/0 *2 ,(2,-E-2&') 12 9/00/ *2&'() *2 0/1 ;2(1)&/1" W-& 2EB/(3)7 / 0/1 ;2(1)&/1 12 021 21'-E+0/ / ,(2,2( F ,)&1'(+-( 1-3&-:-,/*) ,)E) (21+0'/*) *2 0/ -&'2(/,,-.& ,)& 1+1 2&')(&)1 :41-,)17 -&'202,'+/021 F 1),-/021" V147 20 /;(2&*-
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%/-/%$A$(-+/ 2/8.( /+.'2 %7)+7.'29 %/- )'2 %7')(2 ,7(C(- .(')$R'.2( %/A,'.'%$/-(2 L A(C$'-+( )'2 %7')(2 ,7(C( B$27')$R'.2( )/ W7( A7%&'2 B(%es se da por descontado” (p. 3)0 F) 2(47-C/ +$,/ C( (W7$C'C %/-2$2+( (- (-+.(4'.)( ' +/C/2 )/2 (2+7C$'-+(2 – $-C(,(-C$(-+(A(-+( C( 27 .'R'9 (-+/.-/ %7)+7.') / (2+'+72 2/%$/(%/-EA$%/ – 7- '%%(2/ $47')$+'.$/ ') %/-/%$A$(-+/ C( )'2 C$2%$,)$-'2 '%'CIA$%'2 L )' ,/2$8$)$C'C C( C(2+'%'. (- () ',.(-C$R'P( C( (2( %/-/%$A$(-+/0 F2+/ $A,)$%' '2(47.'.2( C( W7( )/2 4.7,/2 ( $-C$B$C7/2 “desfavorecidos” no queden al margen del acceso igualitario al conocim$(-+/ ' %'72' C( %7')W7$(. ,.(C$2,/2$%$E- %/-+.'.$' ' ())/2 (- )'2 ,.T%+$%'2 (C7%'+$B'20 *( ,'.+( C() 27,7(2+/ C( W7( )/2 -$Q/2 C(8(- .(%$8$. 7-' $-2+.7%%$E- .$47./2' L '7+I-+$%' (- )'2 C$2%$,)$-'2 '%'CIA$%'2 L C( W7( 2( C(8( $-2$2+$. (- ')%'-R'. ')+/2 (2+T-C'.(2 C( (N%()(-%$'9 ya que “la equidad para todos requiere excelencia para todos, ambas florecen cuando las expectativas son altas” (Consejo Nacional de Investigación [National Research Council], !d=dZ0 5C)(. Y!d=;Z (-:'+$R' C$2+$-+'2 C$A(-2$/-(2 C( (2+' $C('K G(8(.>'A/2 +(-(. 7- 2$2+(A' (2%/)'. C( 7-' 2/)' ,$2+' L -/ 7-/ %/- C/2 / AT29 C/-C( 2/)'A(-+( 7-' ,$2+' B' C$.(%+'A(-+( &'%$' 'C()'-+( A$(-+.'2 W7( () .(2+/ ))(B' ' )/2 PEB(-(2 &'%$' .7+'2 )'+(.')(2 W7( )/2 C(2B>'- C( )'2 A(+'2 W7( -7(2+.' 2/%$(C'C '8.( ,'.' +/C/20 F) 2$4-$:$%'C/ ,./:7-C/ C( )' $47')C'C 2/%$') (2K (2(-%$')A(-+(9 )' A$2A' %')$C'C C( vida para todos. Esto requiere la misma calidad de formación escolar para todos. […] La mejor educación para los mejores […] es la mejor educación para +/C/20 Y,0 ?Z 3/- (N%(,%$E- C( 7-/2 ,/%/2 W7( 27:.(- C( C'Q/ %(.(8.') $..(A(C$'8)(9 +/C/2 )/2 -$Q/2 2/(C7%'8)(2 &'2+' 27 ATN$A' %','%$C'C0 FC7%'8)(2 –j-/ 2/)'A(-+( (-+.(-'8)(2 ,'.' +(-(. +.'8'P/k 3/A/ C$P/ l/&- G(m(L %'2$ 7- 2$4)/ '+.T29 () (-+.(-'A$(-+/ B/%'%$/-')9 )' %','%$+'%$E- ,'.' cumplir ciertos tipos de trabajos, no es la educación de los hombres y mujeres libres. […] Es %$(.+/29 )/2 -$Q/2 2/- (C7%'8)(2 (- 4.'C/2 B'.$'8)(29 ,(./ (2+' B'.$'%$E- C( 4.'C/ C(8( 2(. C(-+./ C( 7-' (C7%'%$E- C() A$2A/ +$,/ L %')$C'C0 Y,0 aZ
Esto significa que los educadores con frecuencia centran sus esfuerzos en entregar “la mejor educación para los mejores” estudiantes. Según Keynes, La meta general es brindar un programa académico intenso […] desafiante y dinámico […] para reflejar las mejores y más actuales ideas en todas las asignaturas. […] [L]os contenidos, estilos C( (-2(Q'-R' L '%+$B$C'C(2 C( ',/L/ C$2,/-$8)(2 ,'.' )/2 (2+7C$'-+(2 (2+T- C$2(Q'C/2 ,'.' ,(.A$+$. que virtualmente todos los estudiantes […] sean alt'A(-+( (N$+/2/20 Y!dd_9 ,0 _dZ
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