Abstract

PEREZ-RUIZ, Abel. Teaching Practice and Curriculum: A Construccionist Analysis Frame. Educare [online]. 2018, vol.22, n.3, pp.402-416. ISSN 1409-4258.  http://dx.doi.org/10.15359/ree.22-3.20.

The purpose of this paper is to reflect, from the perspective of the social construction, the relationship between the teaching practice with the elementary education curriculum. It is established that the curricular systems do not act as uniform and abstract knowledge, but instead, they allow the formation of communicative interdependencies between agents who, based on their beliefs, values and historically constructed knowledge, interpret education and give a unique sense to it in certain contexts. The relevance lies in locating the curriculum as a dialogic mechanism with various communicative intentions in a scenario that seeks to standardize the guidelines of teaching acts.

Keywords : Curriculum; teacher; communication; subjectivity.

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