CURRICULUM TIME AS A MANDATE FOR PLANNING PEDAGOGICAL ACTIVITIES
DOI:
https://doi.org/10.5216/ia.v47i1.72686Abstract
This article exposes part of the results of a research focused on knowing the Social Representations (SR) of teachers on the school curriculum. During the research process, it was evidenced that the SR of teachers on the curriculum was directly linked to the dimension of time as a finite resource in schools. The research design corresponds to an instrumental type case study (STAKE, 1998), and through the use of the semi-structured interview technique, it was possible to systematize the SR of 18 teachers on the school curriculum, belonging to different schools of the commune of Pucón, located in urban, peri-urban and rural sectors. The analysis of the data was carried out through the grounded theory, from its three levels of coding. The results of the interviews revealed "time" as a functional framework in the teaching task, which structures and conditions their pedagogical work based on the demands of the school system, which pressures teachers to comply with the national curriculum.
KEYWORDS: Time. School, School Curriculum. Social Representations. Teachers.
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