Práticas de Subjetivação de Crianças Em Um Currículo por Competências: Autoregulação E Flexibilidade

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This article presents some reflections on Pedagogical Environments as a way of organizing time, space and forms of school work in a Center for Initial Education in the city of Quito. This center declares that its curriculum is competence-based, but the technicist logic (Ortiz, 2010) prevails in both its design and development. Moreover, the teachers focus all their efforts and pedagogical activities on the execution of this curriculum. Considering that in the country this was one of the kindergartens that works with this way of organizing the curriculum and there was practically no research on curriculum by competencies in early childhood education, it was decided to look and investigate this curriculum using the conceptual glasses of the post-critical and post-structuralist theories, due to the fact that these theories offered the possibility of looking at aspects related to the production and demand of certain types of subjects. The research lasted eight months and several aspects of the curriculum were analyzed. One of them was the Pedagogical Environment due to the specificity and centrality it has in the curriculum, and why not there circulate various discourses that require certain attitudes related to the logic of competencies, that is: flexibility and self-regulation.
Título traducido de la contribuciónPractices of Subjectivation of Children in a Competency-Based Curriculum: Self-Regulation and Flexibility
Idioma originalPortugués (Brasil)
Título de la publicación alojadaCurrículo, Educação Infantil, Ensino Fundamental, Ensino Médio e Avaliação
EditorialAsociación Nacional de Políticas y Administración de la Educación
ISBN (versión impresa)978-85-87987-03-7
EstadoPublicada - 31 dic. 2016

Areas de Conocimiento del CACES

  • 111A Educación


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