The curricular policies and how they translate in secondary education: an analysis based on post-critical theories.

Autores
Carlachiani, Camila
Año de publicación
2013
Idioma
inglés
Tipo de recurso
documento de conferencia
Estado
versión aceptada
Descripción
Our starting point is understanding the curriculum as a complicated conversation (Pinar, 2011) which connects past, present and future experiences. Since it is a symbolic construct, it should be historically, socially and autobiographically defined in order to be studied. In this sense, the curriculum- society relationship is inherent to the curricular investigation. We place this relationship in the context of the Generalized Structural Crisis (De Alba, 2007), which is presented as a “melting pot of unprecedented opportunities to contribute in different ways to the task of transforming reality towards a better world” (De Alba, 2007, p. 104). In this framework, the great challenge for secondary education in this century is the possibility of building social environments (De Alba, 2007) towards new world figures. From a post-critical perspective, we study the institutional development of the curriculum in the secondary school in connection with the different curricular policies’ decision levels and what this translates into (Casimiro Lopes, et. al., 2013). To achieve this, we intend to investigate which are the inclusion discourses and the meanings of secondary education that are present in the curricular policies from the supra level to the nano level (Stirling Network for Curriculum Studies, 2016) and how are these translated focusing the analysis on the local/global tension (Ball, 2001). Finally, we are interested in analyzing the curricular practices that, at the nano level, are able to dislocate the modern school format generating in young women and men school experiences (Dubet y Martuccelli, 1998) that guarantee the inclusive and obligatory characteristics. Based on a first approach to the field, it is possible to discern that the interdisciplinarity in teaching and its connection with local social issues constitute one way of approaching the mentioned dislocation. Its relevance lies in retrieving dimensions satanized by positivism: imagination, creativity, intuition, uncertainty (Torres Santomé, 1994).
Fil: Fil: Carlachiani, Camila. Escuela de Ciencias de la Educación. Facultad de Humanidades y Artes. Universidad Nacional de Rosario; Argentina.
Materia
Curricular policies
Secondary education
Post-critical theories
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
Repositorio
RepHipUNR (UNR)
Institución
Universidad Nacional de Rosario
OAI Identificador
oai:rephip.unr.edu.ar:2133/14850

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spelling The curricular policies and how they translate in secondary education: an analysis based on post-critical theories.Carlachiani, CamilaCurricular policiesSecondary educationPost-critical theoriesOur starting point is understanding the curriculum as a complicated conversation (Pinar, 2011) which connects past, present and future experiences. Since it is a symbolic construct, it should be historically, socially and autobiographically defined in order to be studied. In this sense, the curriculum- society relationship is inherent to the curricular investigation. We place this relationship in the context of the Generalized Structural Crisis (De Alba, 2007), which is presented as a “melting pot of unprecedented opportunities to contribute in different ways to the task of transforming reality towards a better world” (De Alba, 2007, p. 104). In this framework, the great challenge for secondary education in this century is the possibility of building social environments (De Alba, 2007) towards new world figures. From a post-critical perspective, we study the institutional development of the curriculum in the secondary school in connection with the different curricular policies’ decision levels and what this translates into (Casimiro Lopes, et. al., 2013). To achieve this, we intend to investigate which are the inclusion discourses and the meanings of secondary education that are present in the curricular policies from the supra level to the nano level (Stirling Network for Curriculum Studies, 2016) and how are these translated focusing the analysis on the local/global tension (Ball, 2001). Finally, we are interested in analyzing the curricular practices that, at the nano level, are able to dislocate the modern school format generating in young women and men school experiences (Dubet y Martuccelli, 1998) that guarantee the inclusive and obligatory characteristics. Based on a first approach to the field, it is possible to discern that the interdisciplinarity in teaching and its connection with local social issues constitute one way of approaching the mentioned dislocation. Its relevance lies in retrieving dimensions satanized by positivism: imagination, creativity, intuition, uncertainty (Torres Santomé, 1994).Fil: Fil: Carlachiani, Camila. Escuela de Ciencias de la Educación. Facultad de Humanidades y Artes. Universidad Nacional de Rosario; Argentina.2013info:eu-repo/semantics/conferenceObjectinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciaapplication/pdfhttp://hdl.handle.net/2133/14850enginfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/2.5/ar/http://creativecommons.org/licenses/by-nc-nd/2.5/ar/Licencia RepHipreponame:RepHipUNR (UNR)instname:Universidad Nacional de Rosario2025-09-29T13:42:17Zoai:rephip.unr.edu.ar:2133/14850instacron:UNRInstitucionalhttps://rephip.unr.edu.ar/Universidad públicaNo correspondehttps://rephip.unr.edu.ar/oai/requestrephip@unr.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:15502025-09-29 13:42:17.453RepHipUNR (UNR) - Universidad Nacional de Rosariofalse
dc.title.none.fl_str_mv The curricular policies and how they translate in secondary education: an analysis based on post-critical theories.
title The curricular policies and how they translate in secondary education: an analysis based on post-critical theories.
spellingShingle The curricular policies and how they translate in secondary education: an analysis based on post-critical theories.
Carlachiani, Camila
Curricular policies
Secondary education
Post-critical theories
title_short The curricular policies and how they translate in secondary education: an analysis based on post-critical theories.
title_full The curricular policies and how they translate in secondary education: an analysis based on post-critical theories.
title_fullStr The curricular policies and how they translate in secondary education: an analysis based on post-critical theories.
title_full_unstemmed The curricular policies and how they translate in secondary education: an analysis based on post-critical theories.
title_sort The curricular policies and how they translate in secondary education: an analysis based on post-critical theories.
dc.creator.none.fl_str_mv Carlachiani, Camila
author Carlachiani, Camila
author_facet Carlachiani, Camila
author_role author
dc.subject.none.fl_str_mv Curricular policies
Secondary education
Post-critical theories
topic Curricular policies
Secondary education
Post-critical theories
dc.description.none.fl_txt_mv Our starting point is understanding the curriculum as a complicated conversation (Pinar, 2011) which connects past, present and future experiences. Since it is a symbolic construct, it should be historically, socially and autobiographically defined in order to be studied. In this sense, the curriculum- society relationship is inherent to the curricular investigation. We place this relationship in the context of the Generalized Structural Crisis (De Alba, 2007), which is presented as a “melting pot of unprecedented opportunities to contribute in different ways to the task of transforming reality towards a better world” (De Alba, 2007, p. 104). In this framework, the great challenge for secondary education in this century is the possibility of building social environments (De Alba, 2007) towards new world figures. From a post-critical perspective, we study the institutional development of the curriculum in the secondary school in connection with the different curricular policies’ decision levels and what this translates into (Casimiro Lopes, et. al., 2013). To achieve this, we intend to investigate which are the inclusion discourses and the meanings of secondary education that are present in the curricular policies from the supra level to the nano level (Stirling Network for Curriculum Studies, 2016) and how are these translated focusing the analysis on the local/global tension (Ball, 2001). Finally, we are interested in analyzing the curricular practices that, at the nano level, are able to dislocate the modern school format generating in young women and men school experiences (Dubet y Martuccelli, 1998) that guarantee the inclusive and obligatory characteristics. Based on a first approach to the field, it is possible to discern that the interdisciplinarity in teaching and its connection with local social issues constitute one way of approaching the mentioned dislocation. Its relevance lies in retrieving dimensions satanized by positivism: imagination, creativity, intuition, uncertainty (Torres Santomé, 1994).
Fil: Fil: Carlachiani, Camila. Escuela de Ciencias de la Educación. Facultad de Humanidades y Artes. Universidad Nacional de Rosario; Argentina.
description Our starting point is understanding the curriculum as a complicated conversation (Pinar, 2011) which connects past, present and future experiences. Since it is a symbolic construct, it should be historically, socially and autobiographically defined in order to be studied. In this sense, the curriculum- society relationship is inherent to the curricular investigation. We place this relationship in the context of the Generalized Structural Crisis (De Alba, 2007), which is presented as a “melting pot of unprecedented opportunities to contribute in different ways to the task of transforming reality towards a better world” (De Alba, 2007, p. 104). In this framework, the great challenge for secondary education in this century is the possibility of building social environments (De Alba, 2007) towards new world figures. From a post-critical perspective, we study the institutional development of the curriculum in the secondary school in connection with the different curricular policies’ decision levels and what this translates into (Casimiro Lopes, et. al., 2013). To achieve this, we intend to investigate which are the inclusion discourses and the meanings of secondary education that are present in the curricular policies from the supra level to the nano level (Stirling Network for Curriculum Studies, 2016) and how are these translated focusing the analysis on the local/global tension (Ball, 2001). Finally, we are interested in analyzing the curricular practices that, at the nano level, are able to dislocate the modern school format generating in young women and men school experiences (Dubet y Martuccelli, 1998) that guarantee the inclusive and obligatory characteristics. Based on a first approach to the field, it is possible to discern that the interdisciplinarity in teaching and its connection with local social issues constitute one way of approaching the mentioned dislocation. Its relevance lies in retrieving dimensions satanized by positivism: imagination, creativity, intuition, uncertainty (Torres Santomé, 1994).
publishDate 2013
dc.date.none.fl_str_mv 2013
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