Proposals on School Knowledge around Curriculum Orientations for the Nature Sciences Teaching in Bogotá

Authors

  • Carmen Alicia Martínez Rivera Universidad Distrital Francisco José de Caldas

DOI:

https://doi.org/10.4013/edu.2018.221.14779

Abstract

Case studies around Science teacher’s professional knowledge on school knowledge, carried out by teacher-researchers (Martínez y Valbuena, 2013; Martínez, 2016), point at various sources of scholar contents, epistemological standpoints and validity criteria for the school knowledge, which may be related to an educational regulation (guidelines and standards) that seeks teachers’ autonomy. Yet, we also identified reductionist viewpoints on the regulations (Niño y Gama, 2013; Castellanos, 2013), and others revealing unawareness of cultural diversity (Molina et al., 2014). These tensions we live in Colombia, a country identified by a biological and cultural diversity, allow us to give an account of the research problem we present throughout this text.

Keyword: school knowledge, curriculum, science education.

Author Biography

Carmen Alicia Martínez Rivera, Universidad Distrital Francisco José de Caldas

Licenciada en Química. Magistra en Docencia de la Química. Doctorado en Didáctica de las Cienicas. Línea de investigación: Conocimiento Profesional de los Profesores de Ciencias y Conocimiento Escolar. Doctorado Interinstitucional en Educación. UDFJC.

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Published

2018-01-14

Issue

Vol. 22 No. 1 (2018): January/March

Section

Dossiê: Políticas de Currículo e Docência: significados, impasses e desafios no contexto Iberoamericano

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