La interacción entre el currículo y la investigación

Abstract

The education as a necessary process related with the educational changes would have as an objective to advance in knowledge by means of new inventions such as formulating a new solution to a problem or class of problems. In other words, investigation should generate an innovative vision for an everyday problematic situation that appears in a class room, in a clinic or simulation or experimentation laboratory, our curricular surrounding, extracurricular society, among others, that serve as scenes of formation of students and teachers. On the other hand, the General Law of Education develops rules that are intended to enhance the educational processes and the life quality of the citizens through processes of citizen participation. This is how in the V (FIFTH) of the law 115 of 1994 the student is considered as the center of the educational process and is openly invited to participate in his own educational process, placing his participation as the essential value in the formation process. Also, participation is defined as “the essential condition by which the youngsters turn into actors of their own process of development and by this exercise live in society, dialogue and solidarity, and as social bodies and representatives of the state, they will be able to project the renewing capacity for culture and the development of the country. From the social reconstruction conception of the curriculum we should not understand it as a limited praxis limited to learning problems, but instead extended to a social action and culture. The curriculum by being a social construction implicates an active and reflective of its actors (professor-students) upon the construction of definitions, not un-related to conflicts and to the game of power relationships. The intentions of a true dialogue between pairs, inside an academic community by means of investigation as an indispensable part of any educational process, they are confined only to theoretical expressions or writings of institutional character that only remain in the paper and have no real transcendence inside the everyday practice in education. This is why we consider exploring in a brief manner, some aspects that should be kept in mind as an approximation of the investigative conception and its relationship with the actual curriculum.