Consideraciones para la construcción de un currículo integrado en la educación primaria comunitaria vocacional
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Rev. de Inv. Educ.
Abstract
El presente trabajo ha sido elaborado con base en observaciones realizadas al planteamiento curricular para la educación primaria comunitaria vocacional del subsistema de educación regular; puntualmente al del currículo integrado, pues en los planteamientos generales se pretende abordar de forma integrada los contenidos relativos a los campos de saberes y áreas del conocimiento, pero ya en un nivel de concreción de estos planteamientos se recae en segmentaciones asignaturizadas de los contenidos. Esto trae consigo varia implicaciones que son contradictorias con el modelo educativo que se pretende alcanzar. En este sentido, es importante considerar otras formas que coadyuven al desarrollo de un currículo verdaderamente integrado en el cual concurran no sólo diferentes contenidos pertenecientes a un determinado campo de saber y conocimiento, sino la interrelación entre los diferentes campos de saberes y áreas del conocimiento, con la finalidad de proporcionar una educación acorde a las exigencias actuales y aportar elementos para la construcción de un enfoque sociocomunitario y productivo del currículo integrado dentro del paradigma Vivir Bien.
The present work has been produced on the basis of observations realized about the curriculum proposal for the primary communitarian vocational education of the sub-system of regular education, specifically with reference to the integrated curriculum since the general guidelines map out an integrated approach to the contents about the different areas of knowledge. However, these guidelines already indicate a certain level of concreteness, so that they fall back into a fragmentation of subjects and specific contents, which has contradictory implications for the to be achieved education model. In this sense, it is important to consider other forms that support the development of a truly integrated curriculum, one that emphasizes not only the different knowledge systems, but that interconnects the diverse areas of knowledge so that the education can be an adequate response to actual demands and contribute to the construction of the socio-communitarian and productive curriculum within the paradigm of Living Well.
The present work has been produced on the basis of observations realized about the curriculum proposal for the primary communitarian vocational education of the sub-system of regular education, specifically with reference to the integrated curriculum since the general guidelines map out an integrated approach to the contents about the different areas of knowledge. However, these guidelines already indicate a certain level of concreteness, so that they fall back into a fragmentation of subjects and specific contents, which has contradictory implications for the to be achieved education model. In this sense, it is important to consider other forms that support the development of a truly integrated curriculum, one that emphasizes not only the different knowledge systems, but that interconnects the diverse areas of knowledge so that the education can be an adequate response to actual demands and contribute to the construction of the socio-communitarian and productive curriculum within the paradigm of Living Well.
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Vol. 4, No. 3