Arbor, Vol 194, No 788 (2018)

¿De quién es el conocimiento? El papel del conocimiento en un currículum de gran autonomía


https://doi.org/10.3989/arbor.2018.788n2002

Mark Sheehan
Victoria University of Wellington, Nueva Zelanda
orcid http://orcid.org/0000-0002-7191-901X

Resumen


El plan de estudios no preceptivo de historia de Educación Secundaria de Nueva Zelanda les permite a los maestros que tienen una gran experiencia intelectual en el conocimiento disciplinar la oportunidad de desarrollar programas innovadores que aborden los intereses de sus alumnos. El currículo o el marco de evaluación no requieren conocimiento de eventos históricos particulares, de personalidades o de temas concretos. Sin embargo, para el profesorado que no tiene una comprensión sólida de cómo funciona la disciplina de la historia, la ausencia de límites plantea un desafío. La base para elegir contenidos o temas puede carecer de coherencia, ser en gran medida arbitraria y basarse en la experiencia limitada de individualidades en lugar de en los conocimientos especializados de los investigadores. Este artículo examina las implicaciones de un currículum de historia de alta autonomía con un enfoque basado en el conocimiento. En él se sostiene que, si los jóvenes deben tener acceso a formas intelectualmente poderosas de comprender el pasado, el conocimiento histórico debe diferenciarse entre los marcos disciplinares del pensamiento (que fomente un espíritu crítico) y el conocimiento que no requiere una dimensión crítica.

Palabras clave


Pensamiento histórico; currículo; conocimiento; autonomía; evaluación

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