Publication: Un Análisis Político de los Discursos Curriculares en la Universidad
pedagogía crítica sin competencias... pero con principios de procedimiento
Authors
Fernández Rodríguez, Eduardo
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En este trabajo se plantea la necesidad de hacer un
balance de las diferentes prácticas curriculares a partir
de un Análisis Político de los Discursos sobre el
Currículum en la universidad. A partir de una serie de
características sobre los discursos (pragmatismo;
carácter relacional, abierto y precario de los significados;
imposibilidad de fijar un centro; no hay separación entre
lo lingüístico y lo extralingüístico) se considera el A.P.D.C.
una herramienta adecuada para evaluar las diferentes
prácticas curriculares y sus implicaciones sociales.
Posteriormente, se examinan algunos de los discursos
presentes en las aulas universitarias (la enseñanza
basada en competencias, la enseñanza comprensiva, la
enseñanza humanístico – académica y las pedagogías
libertarias, la enseñanza democrática) señalando algunas
de sus limitaciones a partir del A.P.D.C.. Finalmente, se
proponen algunos principios de procedimiento para una
pedagogía crítica que realmente se oponga, con sus
prácticas (es decir, co
In this work the necessity considers to make a balance of the different curricular practices from a Political Analysis from the Discourses on the Currículum in the university. From a series of characteristics on the speeches (pragmatic character; relational, opened and precarious character of the meaning; impossibility to fix acenter; there is no separation between the linguistic thing and the extralinguistic thing) considers the A.P.D.C. an suitable tool to evaluate the different curricular practices and their social implications. Later, some of the present speeches in the university classrooms (the education based on competitions, comprehensive education, humanistic education - academic and libertarian pedagogies, democratic education) indicating some of their limitations from the A.P.D.C. are examined. Finally, some principles of procedure for one critical pedagogy that really is against, with their practices (that is to say, with its speeches) to the education model that is about to come.
In this work the necessity considers to make a balance of the different curricular practices from a Political Analysis from the Discourses on the Currículum in the university. From a series of characteristics on the speeches (pragmatic character; relational, opened and precarious character of the meaning; impossibility to fix acenter; there is no separation between the linguistic thing and the extralinguistic thing) considers the A.P.D.C. an suitable tool to evaluate the different curricular practices and their social implications. Later, some of the present speeches in the university classrooms (the education based on competitions, comprehensive education, humanistic education - academic and libertarian pedagogies, democratic education) indicating some of their limitations from the A.P.D.C. are examined. Finally, some principles of procedure for one critical pedagogy that really is against, with their practices (that is to say, with its speeches) to the education model that is about to come.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 8, N. 2, 2005
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