Examinando por Materia "Construcción Curricular"

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    PublicaciónAcceso abierto
    La escuela y la comunidad. Refugios de vida, conocimientos y saberes.
    (2007-10-31) Mulford Ramírez, Esther Judith
    El presente texto da conocer la trama de relaciones pedagógicas visibles en la experiencia del proyecto “Comunidad y Etnocultura”, una propuesta de innovación pedagógica-curricular, desarrollada inicialmente en tres municipios del Norte del Cauca: Villarrica, Puerto Tejada y Caloto. El Proyecto “Educación y Etnocultura” fundamenta su trabajo organizativo en la Investigación Acción Participativa, enfoque de investigación que recupera el contexto de la escuela, como lugar de saberes; como espacio físico con significado social y como lugar donde el componente pedagógico y de gestión administrativa curricular se articulan a la formación de un “ser” ético, mediante procesos transformadores y constitutivos de la cultura.
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    Interculturalizing the english language curriculum and pedagogical practices in tertiary education in Pasto
    (Universidad del Valle, 2026) Cárdenas Jiménez, Claudia Andrea; Torres Casierra, Liana Mercedes
    This dissertation aims to explore the co-construction of the guiding principles of an Interculturality-Based English Language (IBEL) curriculum for higher education through the lens of a participatory and critical approach to curriculum development. Although the concept of interculturality has gained increasing recognition as an integral part of the field of language education, it is often under-explored or superficially addressed in most English Language Teaching (ELT) curricula. In response to this gap, this study seeks to examine the ways in which the process of critical reflection, learning, and co-designing can enable the re-conceptualization of the English language curriculum from an intercultural perspective. This study was informed by a Design-Based Research methodology with participants from two universities in Pasto, Colombia, and was structured around three phases. The first phase examined how interculturality was understood and practiced within existing English Language curricula and teaching practices. This phase reported tensions between existing institutional discourses on interculturality and teaching practices that frequently reinforced instrumental, technocratic, and product-oriented understandings of the EL curriculum. The second phase involved the implementation of a Teacher Professional Development (TPD) program that was conceived as a dialogical and reflective space for teachers to critically examine their understandings of language, culture, and teaching. Through collective examination of theory, practice, and experience, teachers began to challenge dominant ELT structures and explore new possibilities for interculturally-oriented teaching practices. The third phase involved teachers working together as a community of practice to collectively design a set of teaching units with an intercultural orientation. Through all these phases, the principles of an IBEL curriculum emerged grounded in the analysis of contexts, realities, beliefs and needs. The results indicate that teachers who have been offered chances to engage in professional learning and curricular participation have more agency to question dominant ELT models and imagine more context-sensitive approaches to English language teaching and learning. This study contributes to the debate on how to interculturalize English language curricula in higher education and underscores the power of teachers' professional development as a site for curricular exploration, teacher agency, and collaborative knowledge construction. Keywords: Interculturality; English Language Curriculum; Design-Based Research; Teacher Professional Development; Teacher Agency; Curriculum Co-construction; Higher Education.