El Currículo Ecuatoriano en Tiempos de Neoliberalismo

Using contributions from traditional, critical, and post-critical curriculum theory, this article analyzes transformations in the Ecuadorian curriculum's purposes, objectives, content, and assessment. The three most recent reforms are used as the unit of analysis. The discussion focuses on the changes that occurred in each of these reforms and how, in the most recent reform in 2006, discursive practices related to standards, criteria, and assessment indicators fostered the construction and production of identities and subjectivities related to self-regulation, entrepreneurship, leadership, and risk-taking. These concepts appear in the curriculum as essential learning, primarily in the exit profile, in which justice, innovation, and solidarity are combined to create a kind of 21st-century citizenship. The innovation-related profile and the Entrepreneurship and Management subject appear to align with neoliberal policies that seek to build societies based on management and self-regulation rather than justice or solidarity. Using this same perspective, the curriculum of the Education programs at the Salesian Polytechnic University is analyzed.