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Author: Gerson Ignacio Eraso Arciniegas
Publisher: Ewe Editorial Acad MIA Espa Ola
ISBN: 9783848462292
Category :
Languages : es
Pages : 128
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Book Description
La renovacion de los registros calificados de los diferentes programas academicos de la IUCESMAG ha servido para deconstruir el curriculo de los mismos, bajo criterios aportados por la ciencia desde la pedagogia. En este orden de ideas, la deconstruccion del curriculo le ha dado sentido a las innovaciones educativas promovidas desde el estado colombiano las cuales encuentran resistencia en los agentes de la comunidad educativa que integran las instituciones de educacion superior por simples razones de coexistencia interhumana. Por eso la deconstruccion curricular parte del dialogo constructivo entre los agentes educativos que propician y edifican escenarios nuevos a partir del reconocimiento historico de las instituciones, la cultura colectiva de sus integrantes y filosofia que orientan los procesos educativos en la institucion de manera particular. Esta corriente de la deconstruccion curricular es contraria al concepto de paradigma curricular o paradigma pedagogica, por cuanto este ultimo contribuye a la creacion de una cultura totalmente nueva cuyo punto de partida es cero y las reglas de juego son totalmente diferente."
Author: Gerson Ignacio Eraso Arciniegas
Publisher: Ewe Editorial Acad MIA Espa Ola
ISBN: 9783848462292
Category :
Languages : es
Pages : 128
Get Book Here
Book Description
La renovacion de los registros calificados de los diferentes programas academicos de la IUCESMAG ha servido para deconstruir el curriculo de los mismos, bajo criterios aportados por la ciencia desde la pedagogia. En este orden de ideas, la deconstruccion del curriculo le ha dado sentido a las innovaciones educativas promovidas desde el estado colombiano las cuales encuentran resistencia en los agentes de la comunidad educativa que integran las instituciones de educacion superior por simples razones de coexistencia interhumana. Por eso la deconstruccion curricular parte del dialogo constructivo entre los agentes educativos que propician y edifican escenarios nuevos a partir del reconocimiento historico de las instituciones, la cultura colectiva de sus integrantes y filosofia que orientan los procesos educativos en la institucion de manera particular. Esta corriente de la deconstruccion curricular es contraria al concepto de paradigma curricular o paradigma pedagogica, por cuanto este ultimo contribuye a la creacion de una cultura totalmente nueva cuyo punto de partida es cero y las reglas de juego son totalmente diferente."
Author: William F. Pinar
Publisher: Routledge
ISBN: 1136831118
Category : Education
Languages : en
Pages : 1211
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Book Description
Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide. Changes in the Second Edition: Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally. Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland. 39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America. This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.
Author: William F. Pinar
Publisher: Educator's International Press
ISBN: 9781891928567
Category : Deconstruction
Languages : en
Pages : 0
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Book Description
Studies of curriculum as phenomenological and deconstructed texts present the multivocality, multiperspectivity and "lived' aspects of textbooks and of classrooms. Such studies resemble imaginative fiction more than the reviews of the journalist/art critic or the numbers of the quantitative researcher. Such studies will not function as evaluations, of course, or pretend to be the "truth" in some final, contextless sense. However, in the project to understand the curriculum, phenomenology and post-structuralism play interesting, important, and controversial roles. This collection of essays composed by leading phenomenolgical and post-structuralist scholars portrays these roles. -- page 7.
Author:
Publisher: IICA
ISBN:
Category :
Languages : en
Pages : 144
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Book Description
Author: William F. Pinar
Publisher:
ISBN:
Category :
Languages : en
Pages : 268
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Book Description
Author: Christine Hélot
Publisher: Multilingual Matters
ISBN: 1847690750
Category : Education
Languages : en
Pages : 275
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Book Description
This book is the first to propose an integrated approach to the study of bilingual education in minority and majority settings. Contributions from well-known scholars working in eight different countries in Europe and the Americas show that it is possible to bridge the gap between prestigious elite bilingualism and the bilingualism of minority communities and work towards the construction of multilingual spaces.
Author: Nelson Ernesto López Jiménez
Publisher:
ISBN: 9786078345465
Category :
Languages : es
Pages : 172
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Book Description
Author: Miguel Mara Varela Pereira
Publisher: Lulu.com
ISBN: 1847534295
Category : Education
Languages : en
Pages : 70
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Book Description
La implicacion de las competencias basicas en la Educacion Fisica en Primaria a raiz de la LOE.
Author: Silvia Morelli
Publisher: Taylor & Francis
ISBN: 1040259448
Category : Education
Languages : en
Pages : 92
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Book Description
This book, drawing on a range of postcritical theories including postmodernism, poststructuralism, and postcolonialism, provides a comprehensive analysis of the current state of curriculum in Latin America. The book underscores the relationship between curriculum, didactics, and Bildung in the Latino field, acknowledging the hegemony of the United States. It initiates dialogues between scholars from various Latin American countries, promoting the concept of translation and the didactic tradition as a political practice. This practice enables the identification of new scopes and a privileged language, challenging the dominant paradigms and offering fresh perspectives. Recognizing the need for intervention, the book depicts the intellectual history of the field in Argentina and across Latin America. It serves as a critical resource for understanding the complexities and nuances of curriculum studies in the region. This work will appeal to curriculum studies scholars, researchers, faculty, and postgraduate students worldwide. It offers a unique lens to view and understand the educational landscape in Latin America, making it an indispensable addition to the discourse on curriculum studies and educational research. It challenges readers to rethink traditional approaches and explore new avenues in curriculum studies.
Author: Harold Castañeda-Peña
Publisher: Taylor & Francis
ISBN: 1000924998
Category : Language Arts & Disciplines
Languages : en
Pages : 303
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Book Description
This collection explores the critical decolonial practices of applied linguistics researchers from Latin America and the Latin American diaspora, shedding light on the processes of epistemological decolonization and moving from a monolingual to a multilingual stance. The volume brings together participants from an AILA 2021 symposium, in which researchers reflected on applied linguistics in Latin America, and on the ways in which it brought concerns around social justice, the legacy of coloniality, and the role of monolingual English in education to the fore. Each chapter is composed of four parts: an autobiographical section written both in Spanish or Portuguese and in English followed by a reflection on the epistemological differences between versions; a discussion in English of the research project; a critical reflection on the epistemic practices and critical pedagogies enacted in the project; and the author(s)’ understanding of the concept of decolonization and recommendations for further decolonizing the monolingual mindset of language teachers and learners. At once linguistic, epistemological, and political, the collection aims to diversify the concept of decoloniality itself and showcase other ways in which decolonial thought can be implemented in language education. This book will be of interest to scholars in applied linguistics, sociolinguistics, and language education.
