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In the present work we reflect on the need to rethink the school curriculum, from an integrated perspective, for the construction of a socially and democratically just school. For this, we use the Humanities Curriculum Project, by Lawrence Stenhouse, in order to revalue its meaning in the current education of the 21st century. It is about advancing in curricular proposals that take as a base the dyes of the humanistic curriculum for a school that adapts to the particular characteristics of its students and from a model focused on learning. The core of this curriculum lies in presenting controversial issues treated from the dialogue, protecting the divergence of the points of view of the students. By focusing on knowledge, taking humanistic and integrated lines as references, we bring students closer to a greater understanding and analysis of social injustices, favoring critical awareness. In short, we combine the integrated vision of knowledge with the democratic and humanistic perspective in education, to try to respond to the demands of a student who demands this.

Repensando el Currículum desde una visión integrada: “El Humanities Curriculum Project” para una escuela democrática