Resumo

ARAYA JIMENEZ, Lisbeth  e  ESPINOZA ROJAS, Johan. Perceptions of the UCR School of Mass Communication Science’s Curriculum (2012), according to its students: dissonances and coherences with the constructivist pedagogical model. Rev. Actual. Investig. Educ [online]. 2018, vol.18, n.3, pp.34-68. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v18i3.34045.

The University of Costa Rica’s School of Mass Communication Sciences (ECCC) since 2012, with the change of its curriculum, has continued a series of transformations that take to the constructivism as the basis for the learning processes. In these lines we discuss the epistemic, critical and methodological perspectives that prevail in its curriculum, according to its students’ criteria, who were consulted through an online questionnaire. This survey was applied at the beginning of 2015. Was considered a margin of error of 8%, a level of confidence of 95% and a maximum level of variability of 50%, and it was defined a statistically representative sample of 106 students. Their opinions, criteria and experience, systematized in this article, seek to contribute to the reflection and constant improvement of the learning methods in the ECCC. It is considered that investigating the opinions of students in relation to the education received is essential and provides some general analytical keys and for the transformation of both the ECCC, as well as other academic units, and constitute a humble contribution to the area of education, especially when evaluating the perceptions that, on a new curriculum for the time and context in which it was implemented, have their main recipients. The data obtained is analyzed from the Critical Theory, the Critical Theory on education and the Constructivism. It is concluded that the students perceive a coherence of the ECCC with its constructivist pedagogical vision, nevertheless, the demand for empiricism and a certain indifference / neutrality regarding some characteristics of the curriculum, its concerned and suggests a contradiction. The need for improvements is also detailed, especially in the connection between the teaching and learning processes and the relationship with the national and Latin American contexts.

Palavras-chave : curriculum; communication; curriculum research; university students.

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