Cecilia Braslavsky and the Curriculum

Autor/in	Cox, Cristian
Titel	Cecilia Braslavsky and the Curriculum
Quelle	In: Prospects: Quarterly Review of Comparative Education, 35 (2005) 4, S.415-427 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-006-7258-9
Schlagwörter	Foreign Countries; Educational Change; Curriculum Development; Curriculum Design; Change Agents; Profiles; Culturally Relevant Education; Ideology; Intellectual History; Argentina + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Charakterisierung; Profilanalyse; Ideologie; Geistesgeschichte; Argentinien
Abstract	It can be said that the curriculum was the greatest passion of the exceptional intellectual and educational reformer, Cecilia Braslavsky. The selection and organization of knowledge for educational purposes, condensing relationships between society and education, attracted her natural inclination towards a broad and profoundly political understanding of knowledge and education. This approach to education, from the standpoint of society and culture, and based on the curriculum, was the key to her vision and the impact she made, first as an educational analyst and then as leader of an ambitious curriculum reform in her native country, Argentina, also with the limitations due to what can be considered after a decade as a certain degree of idealism regarding the realities and requirements of curriculum implementation. It is inevitable to consider that she, a "little girl of the South--great lady of education" embodied universal tensions in the curricular change processes of their time in an extraordinarily honest and fruitful fashion. In this article, the author elaborates on three aspects of Braslavsky's contribution to the curriculum field. First there is her view of the curriculum as a response to the new requirements in the context of developing societies, whose main source and reference was her own experience in Argentina and Latin America. Second, he addresses what is one of the core problems of contemporary curriculum design--the relationship between its global and national dimensions. Finally, he makes reference to her contributions to the understanding and strengthening of curriculum production processes, focusing on her international activity within UNESCO. (Contains 8 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10