SOCIO-EDUCATIONAL APPROACHES IMPACTING THE EDUCATIONAL CURRICULUM

• DOI: https://doi.org/10.22533/at.ed.558562514036

• Palavras-chave: Curriculum; Teaching; Teaching; Learning; Teacher; Student; Inclusion; Reforms; Reforms

• Keywords: Curriculum; Teaching; Teaching; Learning; Teacher; Student; Inclusion; Reforms; Reforms

• Abstract:

  Currently, the work within the educational classroom presents numerous demands that not only point out the fact of directing attention to the teaching exercise, but also to generate deep reflection around the stages that the curricular sense entails (which undoubtedly provide the scaffolding for the exercise of a quality educational practice), thus conceiving a reordering and inclusion, which is not only directed at the level of actions, but also of structured contents and of impact with an eminently practical sense, with the purpose of generating deepening, transformation, significance and broadening of knowledge. The socio-educational curricular approaches visualize the curricular sense as a unifying, global and inclusive look, linking diverse lines of impact that go from: the curriculum by competencies, curricular flexibility, curriculum centered on student learning, transversality in curricular aspects, etc.), thus investigating curricular innovations that allow visualizing unifying positions and conceptions.