Essay On The Relationship Between Curriculum, Ideology, and Social Order
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ScribdTranslationsEssay On The Relationship Between Curriculum, Ideology, and Social Order
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ScribdTranslationsESSAY ON THE RELATIONSHIP BETWEEN THE CURRICULUM AND IDEOLOGY AND ORDER
SOCIAL
The curriculum becomes a guide, order, planning, and organization that aims to
purpose to ensure the teaching process that involves values,
knowledge, at school and in their environment. In globalization and neoliberalism, in
In recent years, the idea has been promoted that only by producing beings
technicians, with skills and competent abilities will be able to access a way of
fair and equal life. The establishment of the competency-based educational approach in the
educational institutions is a demonstration of how through education one can
to configure a new type of human, it is true that the curriculum can be
revised according to the type in question, formal, lived or hidden, each of them favors
certain educational practices that emerge in the school in the teacher-student relationship
Students, but it is through the curriculum. Educational problems are increasingly
they are accentuated in our society due to social, political, and economic conditions,
latent and differentiated as a product of globalization and neoliberalism since the
education becomes an emancipatory possibility in the condition of the subject.
We are facing an uncertain world where everything is in motion, we lead a life
dynamic and liquid that slips away with immediacy and with it a subject that
it turns passive, inactive, leaving us without possibilities for criticism, reflection and
transformation (Bauman, 2008, 2009).
Criticism is seen as a foundation for an indispensable reflection in processes.
educational. Thus, learning is understood as "the process of examining internally and
explore a matter of importance driven by a shared experience, which creates and
it clarifies a meaning in terms of oneself, and results in a perspective
"changing concept" (Boyd and Fales cited in Brookfield, 1989, p. 242)
The teacher, as a psychological and emotional human being, tends to express their states.
of spirit, facing his own actions detached from everyday life and from his practice
to the recognition of this, it can make it easier for you to consider yourself as a
a person not only rational but also emotional and based on that, recognize since
there its historicity, its spaces and its times to discern between the mechanical act and
the critical reflection on one's reality. The visualization from a critical curricular approach
allows us to examine the influence of the curriculum in people's lives, as well as
the impact and its consequences and political and social meanings generated by the practice
educational and the validation of a natural context of knowing, doing, and being as if
not dependent on a social and historical construction. In that sense, it becomes
a critical appreciation of recognizing the values, ideology, and political practice that
it hides behind the practice of the curriculum and as a result, a moral commitment is generated
what tries political emancipation. The implicit and hidden messages received at
through the institutional discourse of the teacher, the students express the ways
in how power relations intertwine and give meaning to practices
educational that will later be reproduced in society since the ideology
it is traced and configured as a fait accompli in everyday practices of
teacher both inside and outside the classroom and from there multiple emerge
conceptions of life and the world, but from there it also enables the generation of
awareness and the resistance to transform the individual and collective reality of the subject.
Critical thinking is a way of thinking about any topic,
content, or problem in which the thinker improves the quality of their thinking
skillfully taking charge of the inherent structures of thought and
imposing intellectual standards on them in other words, thinking
critical is achieved through a conscious process of improvement through the
self-criticism aimed at how one is thinking. (León, 2014, p. 165). Education is
turns into a device that configures a type of person that prepares them for
facing the job market by equipping it with skills, techniques, knowledge, and
attitudes that benefit artisanal and productive work at all educational levels
are subject to these institutional forms that condition the educational act. This vision
so disheartening, mechanistic, and Machiavellian prevents us and ties us to keep ourselves
as determined and alienated beings to the prevailing conditions of the system itself.
References
Consuming Life
Developing Critical Thinkers
León, F. (2014). On reflective thinking, also called critical thinking.
Purposes and Representations, 2 (1), 161-214. Retrieved from
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