Neosystemic curricular metatheory and challenges in education research

Based on the execution of a program and a research line from which it emerged the formulation of a new critical paradigm in the curriculum field: neosystemic curriculum metatheory, it could be stated that education research is a new knowledge factor when making the implementation of subsequent research projects a sharper source of questioning the object. Some education sciences were questioned, beyond the ideological criticism thought possible, from an epistemological learning that elucidated a horizon of a greater object understanding, new categories of analysis were formulated, a new classification of critical curriculum in the West was proposed, and the action research method was redefined.

• Tipo de recurso: http://purl.org/coar/resource_type/c_6541
• Fecha de publicación: 2014
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• Idioma: spa
• OAI Identifier: oai:repositorio.uptc.edu.co:001/13375
• Acceso en línea: https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3021; https://repositorio.uptc.edu.co/handle/001/13375
• Palabra clave: school integration; educational autonomy; history of science; research method.; integración escolar; autonomía educativa; historia de la ciencia; método de investigación.; intégration scolaire; autonomie éducative; histoire des sciences; méthode de recherches.; integração escolar; autonomia educativa; história da ciência; método de pesquisa.
• License: http://purl.org/coar/access_right/c_abf42