The curriculum articulation as a guide for curriculum projects

Abstract

Knowledge about learning shows that learning is more likely to occur when it becomes significant. This happens when students are allowed to assign significance to the situations they are experiencing and when there is a relation between the “new” knowledge (the knowledge to be acquired) and the knowledge they already have. Thus, it is important to promote curricular articulation since it encourages significant learning, both because of a better access to cognitive knowledge and because of the relation between that knowledge and social issues the students are familiar with. These are the aspects focused on in this text, which discuses primarily the importance of curricular articulation. For this purpose, it follows a sequence that answers these questions: What meanings does the knowledge produced in the Sciences of Education attribute to curricular articulation? How can one frame and substantiate the curricular articulation in curricular projects? The article claims that curricular projects should take as their starting point that which students are acquainted with and then adopt a set of procedures that are democratically established in pedagogical contracts. 

Key words: curriculum articulation, curriculum projects, learning.