Estratégias de Autogoverno no Currículo por Competências Na Educação Inicial

Competence-based curricula in Ecuador are associated with skills, abilities, values, and knowledge that students should acquire throughout their education, and demonstrate through performance. Moreover, this model of curriculum organization is seen as capable of improving the quality of education by fostering collaborative learning and integrating knowledge, values, and skills. Seen in this way, the curriculum becomes marked by a conception that focuses its attention on merely technical aspects. However, from the post-critical theories of curriculum, a curriculum is more than just the learning of knowledge, through it we learn a way of being and "appropriate" ways of living. A curriculum is a space of production of subjectivities, a place of circulation of narratives, of processes of subjectivation, of directed and controlled socialization. From the perspective of post-critical theories of curriculum in general and the contributions of Michael Foucault in particular, this paper aims to analyze, within a curriculum by competencies in a Center for Initial Education in the city of Quito/Ecuador, strategies of government learned by children that regulate their own conduct and that of their companions. It is argued that in the recreational space of the Park of this Education Center, when there is little intervention from the teachers, children manifest, more easily, the different strategies learned in other spaces and in different discursive practices to self-govern their conduct and that of others/children.