Open AccessConceptions About Curriculum, School Content and The teachers in the process to produce texts Curriculum in Argentina
Author(s) -
Alejandra Amantea,
Graciela Laura Cappeletti,
Estela Cols,
Silvina Feeney
Publication year - 2004
Publication title -
education policy analysis archives
Language(s) - English
Resource type - Journals
ISSN - 1068-2341
DOI - 10.14507/epaa.v12n40.2004
Subject(s) - curriculum , discipline , pedagogy , sociology , curriculum theory , curriculum development , process (computing) , politics , interpreter , content (measure theory) , period (music) , work (physics) , curriculum mapping , mathematics education , social science , political science , psychology , computer science , engineering , mechanical engineering , mathematical analysis , mathematics , law , programming language , operating system , physics , acoustics
This work analyzes curriculum development processes that have taken place in Argentina during the period 1980-2000. The purpose of this article is to identify the main trends in the conceptions used by the key actors/designers of curriculum for school content, curricular texts and teachers´ place as interpreters of curricular texts. Three lines of thought are distinguished that have impacted curricular decision making processes carried out at the central levels of the system: the tradition of the General Didactics, the tradition of the Special Didactics, and the disciplinary tradition. Finally, this article concludes that a view of curriculum development as a social process needs to incorporate how cultural and political elements are articulated with technical decisions in the particular spaces and agencies where curricular texts are produced.