Curriculum theory and reinvention of educational change in El Salvador
DOI:
https://doi.org/10.5377/ryr.v1i58.17394Keywords:
curricular theory, university curricular reforms, local pedagogy, educational changeAbstract
We start from the following question: Will there be a pedagogy for El Salvador beyond positivist premises, so that they can be referents for the reinvention of educational change? This is due to a narrative of pedagogy that has been invisible throughout the history of education, especially the legacy of the twentieth century. This paper seeks to analyze the constructs and approaches of the curriculum that have dynamized Salvadoran pedagogy and the main parameters for determining its scientific character. The analytical-synthetic method was used to address the main pedagogical categories of curricular theory (approaches and principles) and their contribution to educational change. In addition, the historical method for interpreting key data aboutSalvadoran education and the possibility of constructing a pedagogy of vocation and choice was clarified. The reconstruction of a local pedagogy is determined by the choice of a curriculum theory that reinvents educational change from an autonomous perspective, whose reference is linked to the knowledge of reality and the transformation of individual and social man, as a conscious participant and active constructor of new living conditions.
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© Universidad Francisco Gavidia
Instituto de Ciencia, Tecnología e Innovación (ICTI)
Reality and Reflection
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