Curricular Design for Competencies in Basic Education in Uruguay: Positions and Current Debates (2008-2019)

Autor/in	Bordoli, Eloísa
Titel	Curricular Design for Competencies in Basic Education in Uruguay: Positions and Current Debates (2008-2019)
Quelle	In: Comparative Education, 57 (2021) 1, S.67-82 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bordoli, Eloísa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2020.1845061
Schlagwörter	Curriculum Design; Competence; Elementary School Curriculum; Foreign Countries; Guidelines; Core Curriculum; Curriculum Evaluation; Evaluation Methods; Elementary School Teachers; Teacher Attitudes; Teacher Participation; Educational Change; Neoliberalism; Uruguay + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Kompetenz; Ausland; Richtlinien; Kerncurriculum; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungsreform; Neo-liberalism; Neoliberalismus
Abstract	State Basic Education in Uruguay has always been characterised by universal, homogeneous curricular designs, articulated according to subject matter and academic content. Currently, following international trends, a curricular design based on competencies has been encouraged. This article aims to analyse the main features of the new curricular guidelines in elementary (or primary) school, as well as the main debates around them. Criticisms posted by teachers are examined with a post-critical focus on the curricular field, drawing from analysis of documents and interviews with key stakeholders. The main findings reveal three central points of debate: the structuring core of the curricula, assessment methods and the position of the teacher. Also, a hybrid model of curricular policy for basic education has emerged which has generated conflict amongst teaching communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01