¿Como interpretar la legislación curricular para la realización de programaciones didácticas? Un ejemplo para 4º curso de la ESO de Biología y Geología
- Morón-Monge, Hortensia
- Morón Monge, María del Carmen
- Wamba Aguado, Ana María
- Jiménez Pérez, Roque
ISSN: 0213-9529
Year of publication: 2011
Volume: 30
Issue: 2
Pages: 95-110
Type: Article
More publications in: Campo abierto: Revista de educación
Abstract
The curricula legislation (Royal Decrees, LOE, Decrees, Orders, etc.) constitutes the basic and general frame of reference that provides a few minimal and general directives to develop syllabus from the teachers for every area and course, depending on a series of characteristics (social - educational context, economic - human resources, etc.). All this implies a wide margin of interpretation of the legislation, that added to the development of new curricula elements (as the basic competences) and legislative changes, does that this interpretation is wider, varied and therefore subjective. This work shows, for Biology and Geology of four courses, an example of how the aims, competences and contents (basic curricula elements of the syllabus) that marks the legislation, can be interpreted from a systemic and holistic perspective. This perspective is considered a help to systematize the process of the planning and to reduce the subjectivity in this way.