STUDENT:

ENRIQUE TARIK HERNANDEZ ORTIZ

THEME:
RELATIONSHIP TEACHING CURRICULUM

SPECIALTY:
PSYCHOPEDAGOGY 501
RELATION TEACHING CURRICULUM
The curriculum is a project that integrates theory and practice, the teacher is no longer a
a simple executor that remains static, but rather an active subject with initiative.
The curriculum is created in a unique institutional context of relationships of
exchange that is modified individually and collectively as a consequence of
work didactic y experimental del own curriculum.
It can be observed how the teacher does not dedicate himself exclusively and simply to
to transmit content, but to create a context for learning where it happens
learning experiences built on the basis of content
it is a methodology that relies on a varied set of resources and that
about the teaching to the "particular world" of this student body, understood by the
teaching staff how more close a a culture practice.
It is a methodology that aims to motivate and involve students in learning.
of knowledge, using different means of expression and tasks where it
theoretical, practical, and manual skills are integrated into the work process
in the classroom.

Transcription of teaching curriculum relationships

Different meanings of teaching is the communication of a set of
knowledge understand teaching as achievement or purpose. It presupposes that the
learning is the goal of teaching. Another way to understand teaching is
As a normative activity, teaching consists of sharing knowledge.
Theories of the teaching
Learning for discovery (Bruner)
It consists of promoting the active participation of the student in the teaching process.
learning. It is based on the idea that when a situation is presented to the child that him
suppose a problem, motivate him to solve it and extract from it a
learning.
Instructional eclectic Bandura
Bandura conducted work aimed at changing the traditional orientation of
theories of learning, works that culminated with the presentation of a
structured alternative: the theory of observational learning. From this,
establishes the foundation of the eclectic theory of instruction.
Instructional systemic (Gagné)
For Gagné, learning is a process by which living organisms
they acquire the ability to modify their behaviors quickly and
permanently. Learning involves a social subject, an appropriate situation
for learning, an explicit behavior of the subject and an internal change. It says
that for learning to be considered as such, it must present the
conditions of visible y stable.
Learning significant (Ausubel)
Usubel, a representative author of this theory, assumes that subjects obtain the
knowledge, basically, through reception, since concepts are
are presented and understood. Emphasizes the value of verbal information, of which is
derive the learning significant.
Evolution of the teaching
It is currently considered that the role of the teacher in the teaching act is
basically provide resources and diversified learning environments to the
students, motivate them to strive, guide them and advise them in a way
personalized
Teaching has evolved throughout its history, the main visions
about the teaching son
Expository teaching model: during the 15th century when only a few
they had access to culture and books, the teacher was practically the only provider
of information that the students had and therefore, the lecture was the technique
the most common form of teaching. The teaching was teacher-centered and the
learning sought the memorization of the knowledge that the teacher conveyed
way systematic structured didactics…
The main objective of the teaching staff is for students to progress positively.
in the comprehensive development of their person and, based on their abilities and others
individual circumstances, achieve the learning objectives outlined in the programming of
course.

To achieve this, both meaningful learning and learning through...

discovery.
Significant learning involves the subject in all their areas, experiences and
prior knowledge, that is, the student is put in a position to relate the
new learnings with the concepts they already have and with the experiences that
has. For this type of learning to be effective, it is necessary for the teacher
know your students, create a stimulating and emotionally stable atmosphere,
that adapts the zone of proximal development to each child, and that offers a great
variety of strategies y activities.
Discovery learning is carried out through
inquiry activities - exploration - research, for which the student exerts
its autonomy and acquires mechanisms of self-confidence and motivation. In this
learning the teacher is a mediator who tries to promote development of
satisfactory discoveries by the child, stimulating and supporting their
conduct exploratory.
CURRICULUM
Conceptualization of Curriculum
A conceptualization of the curriculum must be framed within a broad scope.
historical, axiological, social, cultural, political, economic, and educational that must
nuclear to others and at the same time, be aware of the influence they receive from everyone
they.
The curriculum determines a very specific cultural selection. It aims to be a
cultural mediator, a facilitator of a person's integration into the context
sociocultural.
Curriculum: design of a program that includes objectives, contents,
procedures y evaluation with the purpose of to learn.
The curriculum encompasses everything that the school environment offers to the student with the
possibility of learning, where concepts, principles, procedures and
attitudes (contents).
The curriculum would also include educational intentions, that is, the purposes.
that they want to pursue. Then it would be necessary to plan the action where
I would contemplate the achievement of the objectives we want to achieve (action plan),
the methodology y the criteria of evaluation.
Towards practice, we conceptualize the curriculum as the integration of three axes,
that are integrated as a whole, but that promote functions that can be
contemplated since dimensions different
The Design Curricular Base (D.C.B.)
Part of the basic legal framework (Constitution and organic laws), as well as
the purposes of the Educational System and, more specifically, the objectives
General aspects of each stage and the overall objectives of each area at the stage level.
The D.C.B. is of a prescriptive nature (general objectives and content blocks)
and is decided by the educational administration (Ministry of Education and Science and
the Autonomous Communities, respectively, for their areas of competence.
The D.C.B. takes as its starting point the royal decrees that establish the
teachings minimums for each stage.
The Project Curricular of Center
The P.C.C. includes the objectives, content, and methodology to be followed for
each stage. A connecting element between the different P.C.C. of each stage is
the distribution of spaces and the establishment of communication routes between
Childish y Primary.
1. What to teach?
Objectives: aspects to promote the development of students.
Contents: concepts principles skills values norms,...
2. When to teach?
Logical and psychological sequencing of the content (objectives and content
adapted to the psychological level/stage of the student): for how long will it be the
program what we have planned (a cycle a stage,...
3. How to teach?
Didactic methodology and teaching-learning activities adapting a
educational approach linked to the context: organization of the educational center regarding
spaces to carry out the 'what, how, and when to teach'.
4. What evaluate?
The evaluation involves the assessment of everything: the what (objectives, contents), when
it has been taught (sequencing) and how (methodology). Therefore, everything is evaluated:
the student the master,...
2.- Fundamentals
It is necessary to support the curriculum with both theoretical and practical approaches.
practical (biological, psychological, sociological,...) from which to extract principles in order
to design plans and courses of action in relation to different contents and for
different students.
Open curriculum: The open or flexible curriculum is one that leaves a margin
It broadens the teacher's scope to carry out their actions. It allows the school to be the center.
and the teachers who adapt it to their own educational context
specific.
Closed curriculum: The closed curriculum is one in which the possibilities of
the innovation and concreteness of the teacher are very limited, as they have no power over
decision about your task. The administration prescribes everything very detailed
that what must to do the teacher.
Formal curriculum: The formal curriculum refers to the set of documents and
provisions that collect the official proposals of the educational task, both
from those generated by the Government as well as those developed in the School Center
by the teachers. The formal curriculum may correspond to the actual curriculum
from school, that is why the formal curriculum differentiates the curricular plans,
proposals and plans that need to be carried out regarding curricular activities
developed.
Offered curriculum and effectively assimilated curriculum: The curriculum offered to the
subjects that go to schools is one that seeks to further reinforce the
component "action" in front of the component "curriculum plan", which would be the
curriculum effectively assimilated for each student
Informal curriculum: Most schools carry out these programs
supplementary activities that are not part of the formal program, but play a
important role in the training and education of students. These activities
they are related to sports, artistic, musical activities,...
Hidden curriculum: The term hidden curriculum refers to certain aspects that also make up
the student, such as their relationship with the teacher, the codes of conduct, the climate
of work, the identity of the school, the contents that it gives more
importance the professor, the contact the coexistence,...
Null curriculum: The null curriculum is everything that is not taught.
open leaves the possibility of selecting certain training contents, leaving
others or prioritizing certain cultural areas. These absences or null curriculum are
They usually analyze when comparing between countries and others; or from a center
educational a another.
By analyzing the different meanings of teaching, in the end, it is possible to
develop a more complete definition of the term than the one we knew
previously. Therefore, we understand that teaching should be a process in
the one where a transmission of knowledge, ideas, ways of acting, etc. occurs.
Where not only the person playing the role of a student learns, but there is a
interactivity between two parties, in which a reciprocity occurs, since the
student also can contribute knowledge to the professor.
On the other hand, it should become an activity that will be presented in a way
more motivating, in such a way that it would awaken the interest of the students, taking into account
account suspicious own interests.
It would be beneficial for the school to focus on teaching how to think, trying to
develop the abilities, skills, and competencies of the learner through
contents and procedures. It should try to improve the student's intelligence
so that it can improve its capabilities and then be able to use them for
to live how person
The curriculum is a document that comes to life in the classrooms and can function
correctly, both as a reproduction mechanism and as a tool
cultural for transform the society y the education.
In short, the curriculum and teaching are related since in order to
curriculum is what the teacher relies on to develop the class and,
therefore, to teach.
THE RELATIONSHIP BETWEEN CULTURE AND EDUCATIONAL CURRICULUM

Curriculum - Culture

Curricular justice is the result of analyzing the curriculum that is legislated and designed.
put into action, evaluate and investigate, taking into account the degree to which
Everything that is decided and done in the classrooms is respectful and addresses the needs.
and the urgencies of all social groups; it helps them to see themselves, to analyze themselves,
understanding and judging oneself as ethical, supportive, collaborative individuals
co-responsible for a broader project aimed at building a better world
humane, fair, and democratic.

This is why curricular justice goes hand in hand with another very powerful philosophy.
essential: inclusive education. Inclusive education that is necessary.
to contemplate as a political project aimed at identifying and overcoming the
obstacles that prevent or hinder people from accessing institutions
students, participate democratically in the classrooms and be successful. It is a way of
dismantle the architecture of exclusion and inequality and, simultaneously,
of self-blame and/or self-hatred of excluded individuals
The official curriculum from the past and present in the different educational stages does not
universities do not have among their objectives and competencies to educate students to
to consciously and critically consider issues related to
nations without a state, races or ethnic groups, marginalized and colonized cultures, countries
dependents, grouped under the label of development sends; far from it
to propose a truly intercultural curriculum, where imposition does not occur
only Eurocentric content, but rather contrasted, paying attention to
explicit way to non-Eurocentric knowledge, the most rigorous and academic
that are being generated by the less hegemonic countries, those of the rest of the countries of
planet, and all popular knowledge; Also pay attention to that
counter-hegemonic knowledge that is produced in the most powerful countries,
but which the officialdom labels and stigmatizes as 'alternative' or utopian in the
sense of impossible.

Our students lack conceptual, methodological, and attitudinal resources.

to analyze issues of social class and gender from the frameworks of curricular justice
sexuality, nationality, abilities, nor the consideration of processes
like colonization, neocolonization, decoloniality and decolonization. Unveiling
also through teaching methodologies centered on research processes
how they are generated, reproduced and legitimized by the student body
situations of oppression and marginalization of any social group; such as the
knowledge that is made available to students is the result of
research and scientific trials characterized by very relevant silences and
manipulations, ... hides epistemicides that favor knowledge
resulting in being instrumentalized more easily for the service of the great powers
dominant.
We thus have an important sector of the teaching staff in the classrooms with great and
selective gaps and distortions in culture, in the information resources with the
that obliges or proposes to work with their students. Silences, distortions and
informational manipulations especially noticeable in the curriculum of the
social sciences, the humanities, and the arts. A cultural selection that, with
excessive frequency, students are forced to memorize who lack
strategies and critical competencies that lead to questioning such
"truths", looking for other content and working on it with methodologies
collaborative research-centered.

This is how we can better train students to generate

learnings with possibilities of carrying out more effective actions and struggles
to transform their communities, and at the same time, to coordinate with others
global struggles under the philosophy of building another type of fairer world model,
democratic, supportive and sustainable.

In a world characterized by enormous social inequalities, the

people are increasingly aware of the multiple dimensions of
injustice, whether social, political, cultural, sexual, ethnic, religious, historical, or
ecological. They rarely recognize it is not their fault, nor that of their teachers, but rather it is
the consequence of political and cultural projects put at the service of
imperialism, of the great powers of corporations and richer countries. Of
elitist and colonialist cultural and scientific philosophies and policies that are supported by
strong epistemicides, cognitive injustices, that is to say, in the lack of recognition
of the different forms of knowledge that give rise to the ways of life of the
people from different countries around the world who provide them with a sense of their
existence and its community.

As Boaventura de Sousa SANTOS (2014) highlights, cognitive injustice underlies.

in all other dimensions; global social justice is not possible without justice
global cognitive. Therefore, it proposes the need for a transformation of the
epistemological diversity of the world as a tool for empowerment against
the hegemony of a neoliberal globalization and in favor of a new type of
bottom-up cosmopolitanism.

It is precisely the proposal of an ecology of knowledge that allows

question the monoculturalism of scientific knowledge and exclusivity
from positivist rigor to take into account a greater diversity of
knowledge and criteria of validity and rigor. Assume a plurality of
epistemologies and, consequently, the insufficiency of each area of knowledge
to understand and intervene in the physical and social reality. This position,
Obviously, it does not mean that we accept such relativism and skepticism.
degree of achievement for promoting the validity of all knowledge, without any criteria
to be able to assess its true value. Not all knowledge is equally
valuable, but a greater dialogue between the different ones is necessary and convenient
fields of the world more academic with the least Western knowledge and with the
built by popular social collectives and silenced, those belonging to
inferiorized ethnicities, etc. A rigorous intellectual, ethical, and political debate that allows
open up to each other, listen to each other, and build together.

It is also in this way that we will be more attentive to the dangers and
deformations of essentialisms, fundamentalisms, and self-referentiality,
betting on forming a much more interdisciplinary knowledge and a
truly emancipatory interculturality.

The autonomy of the human being is linked to an education that stimulates

confront and facilitate students' access to relevant, current knowledge,
rigorous and relevant. It is in this way that both now and in the future you will be able to
make more informed decisions in their behaviors as citizens
co-responsible for what happens in their community, while being able to
assume their role also within the framework of an open society, in a world without
borders.