La Participación, un Dispositivo de Saber-poder Usado en la Construcción del Currículo Genérico de Formación Inicial en Ecuador

This paper analyzes participation as a discursive strategy in the construction of the generic curriculum for the initial training of Ecuadorian teachers. The discussion focuses on the emergence of this curriculum and on the discourses that intertwine, appear or dislocate. Foucauldian conceptual tools and post-critical curriculum theories are used. The intention is to be able to go beyond the conception of curriculum as design and to overcome the reduced view that making a curriculum only involves technical-instrumental discussions. In this paper, the curriculum is understood as a field subject to truths and disputes over the imposition of different meanings of what it is to be an educator, teacher training and the way to achieve it. Different discourses are staged: curriculum design, BuenVivir, generic curriculum, which, as elements that make up the curriculum, not only delimit what is understood and expected of the educator subject, but also, by entering into disputes, different interpretations contribute to the construction and production of certain teaching subjects with certain characteristics.