Actores educativos y su participación en el desarrollo curricular desde la aplicación de sistemas

Palabras-clave: Actores Educativos, Participación, Recorrido histórico Abstract: This article develops a historical overview of some of the representative authors associated with the curriculum and presents a set of studies and reflections on the relationship between educational actors and curriculu...

Full description

Saved in:
Bibliographic Details
Published in:RISTI : Revista Ibérica de Sistemas e Tecnologias de Informação no. E58; pp. 121 - 139
Main Author: Avendaño, Henry Alonso González
Format: Journal Article
Language:Spanish
Published: Lousada Associação Ibérica de Sistemas e Tecnologias de Informacao 01.05.2023
Subjects:
Curricula
Education
ISSN:1646-9895
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Palabras-clave: Actores Educativos, Participación, Recorrido histórico Abstract: This article develops a historical overview of some of the representative authors associated with the curriculum and presents a set of studies and reflections on the relationship between educational actors and curriculum design. The methodology used is the documentary review, which was distributed in the categories of "educational actors", "curriculum design" and "relationship between educational actors and curriculum design". [...]the curricular conceptions of authors such as Franklin Bobbit, Ralph Tyler, Hilda Taba, Philip W. Jackson, Joseph Schwab, Lawrence Stenhouse, John Eggleston, Stephen Kemmis, José Gimeno Sacristán and Abraham Magendzo are observed, with the aim of generating a reflection on the evolution of the role of educational actors in the exercise of curriculum construction, and then the main findings associated with the studies and reflective articles mentioned are presented. Su mayor aportación en la historia del currículo es lo que se conoce como el modelo de Tyler, que se basa en una enseñanza por objetivos y una educación conductista en la que no se tienen en cuenta los
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1646-9895