THE CURRICULUM

THE CURRICULUM

1. ACCEPTATIONS

   • To indicate a plan for the education of students
     • Defined as the Curriculum
     • Prescriptive meaning: curriculum carried out by schools, is the plan that organizes the teaching-learning processes
   • To identify a field of study
     • Defined for its semantic structure (concret aspect) and systactic structure (procedures)
     • Curriculum as a phenomenon to be studied
   • The curriculum is a written document (it defines the objectives), a disciplinary field of study, can be used to indicate the curricular system, processes and organizational strucuture through where it is applied

2. CURRICULUM BETWEEN REPRESENTATION AND ACTION

   • Representation: we represent the world, try to explain it
   • Action: we act on the curriculum to change and transform it
     • Both dimension constitute the basic framework of our rationality
   • Curriculum as content (especially cultural content)
     • Curriculum as cultural representation
       • Rationality of representation
   • Curriculum as planning
     • Curriclum as representation of action
   • Curriculum as interactive reality (curriculum in own action and teaching practices)
     • Curriculum as interactive action and practical construction
       • Rationality of action

3. CONCEPTIONS

   • CURRICULUM AS CONTENT
     • Technical selection of the educational objectives
       • Curriculum and content mean the same thing
         • It also refers to the disciplinary knowledge to be studied, the educational experience provided by the school and the learning subjects
           • Curriculum as learning subject: curriculum is a sequence of content units organized so that learning of each unit is achieved
             • The work of the cirrulum as technical selection of learning objectives
               • Curriculum is a reconstruction of knowledge and experience, systematically developed under the school
                 • Curriculum built only as content (or cultural knowledge) serves little to guide work in school
   • CURRICULUM AS PLANIFICATION
     • Written document that represents the organization of an educational program in the school
       • Curriculum a written ideas and intentions, that shows the relationship between elements such as subject, ibjectives, evaluation...
         • The curriculum presents an educational framework and determines the actions that have to be carried out
           • The operational curriculum is the result of putting into practice the prescriptions of the planned curriculum
             • The curriculum needs
               • Statements about the intentions for the use of the document as a guide in the planning of instructional strategies
               • Statements that describe the objectives of the school for which the curriculum has been designed
               • A body of curricular content to achieve the objectives
               • Statements on the evaluation scheme to determine the value and effectiveness of the curriculum and curricular system
   • CURRICULUM AS INTERACTIVE REALITY
     • A curriculum only finds its meaning in teaching, in the actions and relationships between teachers and students engaged in mutual activities
       • Curriculum is what happens to students at school as a result of what teachers do
         • Includes all educational experiences for which the school is responsible
           • Creative teacher role
             • Effects of social and communication processes in the curriculum, its meaning and problems
               • Teacher is an integral part of the curricular process, that together with the students, the cultural content and the environment are in dynamic interaction
                 • Educational actions change the establsihed mode of analysys, cunstruction, change...
                   • To acquire meaning, the curriculum has to be "scenified" by teachers and students