El currículo en la escuela: una mirada desde la perspectiva cultural hacia una epistemología del sur

Abstract

The proposal arises from the experiences that as teachers at different levels of education (preschool, elementary and primary basic) we had the opportunity to know, intervene and especially analyze. In this sense, our proposal aims to recognize the knowledge that for a long time has been excluded from the school, this is from the curricular, pedagogical and didactic proposals among others. In accordance with the previous approach, the text proposes, on the one hand, to show how the school thought from the project of modernity arises: as a transmission of science and disciplinary practices and, on the other hand, to see how in this organization the At the school, experiences of communities and subjects that were not considered scientific and therefore not part of the modern project were subordinated. These experiences have to do with cultural practices and social movements. Due to the irruption of these new knowledge the school of the modern project is reconsidered. In this way the knowledge of the school thought from the scientific paradigm is decentralized and what is produced by cultural practices profoundly rethinks the same practices that the school has conceived.