Keywords
Critical perspectives
Cultural construction
Emancipating curriculum
Action research
Negociation.
How to Cite
Abstract
The concept of curriculum has been viewed from two points of view. The first one is an abstract rational perspective, and the second one is based on cultural construction. On the one hand, this work analyzes the theoretical set-up of the latter, bearing in mind Habermas’s cognitive interests theory, the critical theory of education by Carr and Kemmis, and the pedagogy of the oppressed by Freire, all of them summarized by Shirley Grundy. On the other hand, it analyzes the contributions by action research and negotiation as facilitators of critical and participatory curriculum construction.
Carr, W. y Kemmis, S. (1986), Becoming Critical. Education, Knowledge and Action Research, London, Falmer Press.
Ewert, G. (1991), “Habermas and Education: A Comprehensive Overview of the Influence of Habermas in Educational Literature”. En: Review of Educational Research, vol. 61, núm. 3.
Freire, P. (1970), Pedagogía del Oprimido, México, Siglo XXI.
García de la Peña, J. (2003), Getting to Yes. El arte de negociar sin ceder, [en línea], disponible en: http://www.gestiopolis.com/recursos/ documentos/fulldocs/ger/gettingtoyes.htm, recuperado: mayo de 2010.
Grundy, S. (1987), Curriculum, Product or Praxis?, London, The Falmer Press.
Habermas, J. (1984), Ciencia y técnica como ideología, Madrid, Tecnos.
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Sánchez, W. (2009), “Política de Educación Lingüística y Currículo en Lengua Materna en la Universidad” [Resumen de ponencia], Bogotá, X Congreso de investigación, Pontificia Universidad Javeriana.
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