Publication: Re-orientación de los contenidos del currículum. Aportaciones de la filosofía andina a la cultura occidental sobre el currículum
Authors
Rodríguez Rojo, Martín ; Orozco Gómez, Martha
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El artículo trata de ofrecer una propuesta de contenidos curriculares
como alternativa a los predeterminados por la LOMCE.
Son unos contenidos-problema, justificados por una antropología
andina frente a la antropología occidental.
Mientras aquella habla de interdependencia, totalidad holística,
horizontalidad democrática y ecocentrismo, esta se aferra
a un tipo de persona, unidimensional o economicista,
independiente, distinta y superior a todo lo que no es sujeto
racional, originando una escuela y unos contenidos pedagógicos
que en nada ayudan a resolver los conflictos humanos,
agravados por una cultura occidental en declive histórico.
Los contenidos-problema, por el contrario, se presentan por
el autor como el reflejo de una escuela re-orientada por los
principios de la antropología andina, capaces de contribuir
a la construcción del sujeto comunitario.
This paper attempts to offer an alternative approach to the curricular contents of the Spanish Organic Law on the Improvement of the Quality of Education (LOMCE). The author proposes «problem-contents», justified by Andean anthropology where interdependency, a holistic approach, democratic horizontality and ecocentrism are the basis of living compared to contents justified by Western anthropology where the model is that of a one-dimensional, economicist, independent and superior individual. The model of school and of pedagogical contents provided by this approach is unable to solve human conflicts, which are, at the moment, magnified by the decline of Western culture. «Problem-contents», on the other hand, reflect a reorientated school that follows Andean anthropological principles that enable the building of a community-focused individual.
This paper attempts to offer an alternative approach to the curricular contents of the Spanish Organic Law on the Improvement of the Quality of Education (LOMCE). The author proposes «problem-contents», justified by Andean anthropology where interdependency, a holistic approach, democratic horizontality and ecocentrism are the basis of living compared to contents justified by Western anthropology where the model is that of a one-dimensional, economicist, independent and superior individual. The model of school and of pedagogical contents provided by this approach is unable to solve human conflicts, which are, at the moment, magnified by the decline of Western culture. «Problem-contents», on the other hand, reflect a reorientated school that follows Andean anthropological principles that enable the building of a community-focused individual.
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Antropología occidental , Antropología andina , Re-orientación del currículum , Currículum basado en problemas , Runasofía , Jaqisofía , Currículum poscolonial , Western anthropology , Curricular re-orientation , Andin anthropology , Problembased curriculum , Runasofia , Jaqisofia , Post-colonial curriculum
Citation
Revista interuniversitaria de formación del profesorado, N.81, 2014
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