Dynamics of school curriculum integration: interdisciplinarity in the production of knowledge
It’s undeniable that changes are being made in the dynamics of curriculum integration in the contemporary school, not only because it is a requirement for changes in the modes of knowledge production at the social level (Gibbons and Others, 1997) or because they are part of the demands of going into...
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| Format: | Online |
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Universidad Pedagógica y Tecnológica de Colombia
2021
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11437 |
| _version_ | 1801706446271807488 |
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| author | Peñuela, Diana |
| author_facet | Peñuela, Diana |
| author_sort | Peñuela, Diana |
| collection | OJS |
| description | It’s undeniable that changes are being made in the dynamics of curriculum integration in the contemporary school, not only because it is a requirement for changes in the modes of knowledge production at the social level (Gibbons and Others, 1997) or because they are part of the demands of going into questioning discipline, but because they are also transformations that are already being mobilized as neural axes of education policy both at the national and district level for at least a decade.
These dynamics definitely involve a complexization of school knowledge, its production and / or appropriation in our schools, at least from a theoretical-conceptual discussion and it is interesting that the educational policy enables this type of approach. In this context of discussion, this article aims to: (a) mobilize discussions around the contemporary configuration of school knowledge from integration processes; (b) to position discussions around the entry of interdisciplinarity into such processes; c) bet on the possibility of thinking about the models of curriculum integration in both forms of completion of school knowledge and (d) conducting a preliminary analysis of the models of curricular integration at national and district level. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11437 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2021 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-114372023-02-13T17:29:27Z Dynamics of school curriculum integration: interdisciplinarity in the production of knowledge Dinámicas de integración curricular escolar: interdisciplinariedad en la producción de conocimiento Peñuela, Diana school integration government policy education integración escolar política gubernamental educación integração escolar política governamental educação It’s undeniable that changes are being made in the dynamics of curriculum integration in the contemporary school, not only because it is a requirement for changes in the modes of knowledge production at the social level (Gibbons and Others, 1997) or because they are part of the demands of going into questioning discipline, but because they are also transformations that are already being mobilized as neural axes of education policy both at the national and district level for at least a decade. These dynamics definitely involve a complexization of school knowledge, its production and / or appropriation in our schools, at least from a theoretical-conceptual discussion and it is interesting that the educational policy enables this type of approach. In this context of discussion, this article aims to: (a) mobilize discussions around the contemporary configuration of school knowledge from integration processes; (b) to position discussions around the entry of interdisciplinarity into such processes; c) bet on the possibility of thinking about the models of curriculum integration in both forms of completion of school knowledge and (d) conducting a preliminary analysis of the models of curricular integration at national and district level. Son evidentes los cambios en las dinámicas de integración curricular en la escuela contemporánea, no solo porque se exijan modificaciones en los modos de producción de conocimiento a nivel social (Gibbons et al., 1997), o porque se nos exija adentrarnos en cuestionamientos a la disciplinariedad, sino porque, además, son transformaciones que ya se están movilizando como ejes de la política educativa tanto a escala nacional como distrital, por lo menos desde hace una década. Estas dinámicas definitivamente proponen, por lo menos, un cuestionamiento al tipo de conocimiento que se produce en nuestras escuelas. Es interesante que la política educativa posibilite este tipo de acercamientos, al menos en teoría. En este contexto, el presente artículo pretende: (a) mostrar las discusiones ya existentes en torno a la configuración contemporánea del conocimiento escolar desde los procesos de integración; (b) analizar los debates alrededor de la entrada de la interdisciplinariedad en dichos procesos; (c) sugerir la posibilidad de pensar los modelos de integración curricular como movilizadores de las formas de producción de conocimiento en la escuela: y (d) realizar un análisis reflexivo de los modelos de integración curricular a escala nacional y distrital. Il est indéniable que des changements sont apportés dans la dynamique de l’intégration des programmes d’études dans l’école contemporaine, non seulement parce qu’il s’agit d’une exigence de changements dans les modes de production des connaissances au niveau social (Gibbons et autres, 1997) ou parce qu’ils font partie des exigences d’entrer dans la discipline de remise en question, mais parce qu’ils sont aussi des transformations qui sont déjà mobilisées comme des axes neuronaux de la politique éducative à la fois au niveau national et de district depuis au moins une décennie. Ces dynamiques impliquent certainement une complexification des connaissances scolaires, de sa production et/ou de l’appropriation dans nos écoles, du moins à partir d’une discussion théorique-conceptuelle et il est intéressant que la politique éducative permette ce type d’approche. Dans ce contexte de discussion, cet article vise à: a) mobiliser les discussions autour de la configuration contemporaine des connaissances scolaires à partir des processus d’intégration; b) de positionner les discussions sur l’entrée de l’interdisciplinarité dans ces processus; c) parier sur la possibilité de réfléchir aux modèles d’intégration des programmes d’études dans les deux formes d’achèvement des connaissances scolaires et d) effectuer une analyse préliminaire des modèles d’intégration scolaire au niveau national et de district. É inegável que estão sendo feitas mudanças na dinâmica da integração curricular na escola contemporânea, não apenas por ser um requisito para mudanças nos modos de produção do conhecimento no nível social (Gibbons e Outros, 1997) ou por fazerem parte das demandas de entrar em disciplina questionadora, mais porque também são transformações que já estão sendo mobilizadas como eixos neurais da política educacional tanto no nível nacional quanto distrital há pelo menos uma década. Essas dinâmicas envolvem definitivamente uma complexização do conhecimento escolar, sua produção e/ou apropriação em nossas escolas, pelo menos a partir de uma discussão teórico-conceitual é interessante que a política educacional possibilite esse tipo de abordagem. Nesse contexto de discussão, este artigo tem como objetivo: (a) mobilizar discussões em torno da configuração contemporânea do conhecimento escolar a partir de processos de integração; b Posicionar discussões em torno da entrada da interdisciplinaridade em tais processos; c) apostar na possibilidade de pensar nos modelos de integração curricular em ambas as formas de preenchimento do conhecimento escolar e (d) realizar uma análise preliminar dos modelos de integração curricular em nível nacional e distrital. Universidad Pedagógica y Tecnológica de Colombia 2021-02-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml text/html application/epub+zip https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11437 10.19053/22160159.v12.n30.2021.11437 Praxis & Saber; Vol. 12 No. 30 (2021): Investigación y Pedagogía; e11437 Praxis & Saber; Vol. 12 Núm. 30 (2021): Investigación y Pedagogía; e11437 Praxis & Saber; Vol. 12 No 30 (2021): Investigación y Pedagogía; e11437 Praxis & Saber; V. 12 N. 30 (2021): Investigación y Pedagogía; e11437 Praxis & Saber; v. 12 n. 30 (2021): Investigación y Pedagogía; e11437 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11437/10260 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11437/12628 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11437/10261 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11437/10262 Derechos de autor 2021 Diana Peñuela http://creativecommons.org/licenses/by-nc/4.0 |
| spellingShingle | school integration government policy education integración escolar política gubernamental educación integração escolar política governamental educação Peñuela, Diana Dynamics of school curriculum integration: interdisciplinarity in the production of knowledge |
| title | Dynamics of school curriculum integration: interdisciplinarity in the production of knowledge |
| title_alt | Dinámicas de integración curricular escolar: interdisciplinariedad en la producción de conocimiento |
| title_full | Dynamics of school curriculum integration: interdisciplinarity in the production of knowledge |
| title_fullStr | Dynamics of school curriculum integration: interdisciplinarity in the production of knowledge |
| title_full_unstemmed | Dynamics of school curriculum integration: interdisciplinarity in the production of knowledge |
| title_short | Dynamics of school curriculum integration: interdisciplinarity in the production of knowledge |
| title_sort | dynamics of school curriculum integration interdisciplinarity in the production of knowledge |
| topic | school integration government policy education integración escolar política gubernamental educación integração escolar política governamental educação |
| topic_facet | school integration government policy education integración escolar política gubernamental educación integração escolar política governamental educação |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11437 |
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