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Revista Historia Y MEMORIA 2014, 8

Autor: Orlando Valera Alfonso



Revista Historia Y MEMORIA ISSN: 2027-5137 Universidad Pedagógica y Tecnológica de Colombia Colombia Valera Alfonso, Orlando Curriculum and informational criticism Revista Historia Y MEMORIA, núm.
8, enero-junio, 2014, pp.
341-342 Universidad Pedagógica y Tecnológica de Colombia Available in: How to cite Complete issue More information about this article Journals homepage in Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative Curriculum and informational criticism Curriculum and informational criticism Orlando Valera Alfonso1 Universidad de La Habana-Cuba Currículo y crítica informacional The neosystemic curricular metatheory comprised in this book constitutes a logically and historically based epistemological bridge between science, contemporary culture and the school curriculum in a society of knowledge and information. This model teaches how to think about the curriculum through an alternative curricular and pedagogical model of thought which allows for the design and reevaluation of contemporary curricular theories, models and praxis, from a novel, scientific, and ideological substratum, inviting us to assume a new attitude regarding contemporary times. This way of thinking leads to an actual change in time; overcoming its current historical features of exploitation and exclusion, and adopting a feature of emancipation, that accomplishes its mission as “a means of liberation”. Therefore, this model of thinking offers us a new paradigm of curricular criticism, contemporized with technical and scientific development, particularly with information and communication technology, which activates the roles of education programmers and Doctor en Ciencias Pedagógicas, Instituto Central de Ciencias aplicadas de la Habana-Cuba.

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