Teaching Practice and Curriculum: A Construccionist Analysis Frame
保存先:
| 著者: | |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2018 |
| その他の書誌記述: | The purpose of this paper is to reflect, from the perspective of the social construction, the relationship between the teaching practice with the elementary education curriculum. It is established that the curricular systems do not act as uniform and abstract knowledge, but instead, they allow the formation of communicative interdependencies between agents who, based on their beliefs, values and historically constructed knowledge, interpret education and give a unique sense to it in certain contexts. The relevance lies in locating the curriculum as a dialogic mechanism with various communicative intentions in a scenario that seeks to standardize the guidelines of teaching acts. |
| 国: | Portal de Revistas UNA |
| 機関: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| 言語: | Español Inglés Portugués |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/8752 |
| オンライン･アクセス: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8752 |
| キーワード: | Curriculum teacher communication subjectivity Currículo docente comunicación subjetividad professor comunicação subjetividade |