Epistemological foundations of the curriculum

Abstract

The epistemological foundations of the curriculum, which feed the debates on the nature of the knowledge that, must underlie each of them. First, to be able to design selected curricula in investigative processes consistent with the nature of the curricular approach and with the type of education that is privileged within the curriculum in any that require a quick historical reminder of the surgical and the evolution of interdisciplinarity in the field of education. The trilogy made up of the culture, the society and the type of student thinking, complex networks of communication between all of them, even when they are in different contexts. Cultural knowledge is evidenced through symbolic forms in objects of use and in technologies, in words and theories, in books and documents, no less than in actions that respond to the epistemological nature in turn.

Educational research must social transformation through educational practice, the assumption of educational values through search, analysis and reflection within the research process itself. A process of discernment in relation to research must assume to maintain a character of continuous improvement. The distinction between teleological rationality and communicative rationality is highlighted. Likewise, the tendencies that demarcate these rationalities, the different models and their educational intentions, communication strategies in the classroom, and finally three proposals of an integrationist nature from the interdisciplinary point of view are presented.