Narrative Curriculum and Technologies in Teacher Training: Theoretical and Conceptual Reflections
This theoretical essay aims to develop a reflection based on a theoretical discussion about the concept of narrative curriculum, coined by Ivor Goodson, but still little explored in depth with regards to its possibilities of implementation and materialization in educational contexts. This is a docum...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6608
- Fecha de publicación:
- 2020
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13538
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9582
https://repositorio.uptc.edu.co/handle/001/13538
- Palabra clave:
- digital narratives
teacher training
narrative curriculum
narrativas digitales
formación docente
currículo narrativo
narrativas digitais
formação docente
currículo narrativo
récits numériques
formation des enseignants
curriculum narratif
- Rights
- License
- Derechos de autor 2020 Alessandra Rodrigues
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Narrative Curriculum and Technologies in Teacher Training: Theoretical and Conceptual Reflections |
| dc.title.es-ES.fl_str_mv |
Currículo narrativo y tecnologías en la formación docente: reflexiones teórico-conceptuales |
| dc.title.fr-FR.fl_str_mv |
Curriculum narratif et technologies dans la formation des enseignants : réflexions théoriques et conceptuelles |
| dc.title.pt-BR.fl_str_mv |
Currículo narrativo e tecnologias na formação docente: reflexões teóricas conceituais |
| title |
Narrative Curriculum and Technologies in Teacher Training: Theoretical and Conceptual Reflections |
| spellingShingle |
Narrative Curriculum and Technologies in Teacher Training: Theoretical and Conceptual Reflections digital narratives teacher training narrative curriculum narrativas digitales formación docente currículo narrativo narrativas digitais formação docente currículo narrativo récits numériques formation des enseignants curriculum narratif |
| title_short |
Narrative Curriculum and Technologies in Teacher Training: Theoretical and Conceptual Reflections |
| title_full |
Narrative Curriculum and Technologies in Teacher Training: Theoretical and Conceptual Reflections |
| title_fullStr |
Narrative Curriculum and Technologies in Teacher Training: Theoretical and Conceptual Reflections |
| title_full_unstemmed |
Narrative Curriculum and Technologies in Teacher Training: Theoretical and Conceptual Reflections |
| title_sort |
Narrative Curriculum and Technologies in Teacher Training: Theoretical and Conceptual Reflections |
| dc.subject.en-US.fl_str_mv |
digital narratives teacher training narrative curriculum |
| topic |
digital narratives teacher training narrative curriculum narrativas digitales formación docente currículo narrativo narrativas digitais formação docente currículo narrativo récits numériques formation des enseignants curriculum narratif |
| dc.subject.es-ES.fl_str_mv |
narrativas digitales formación docente currículo narrativo |
| dc.subject.pt-BR.fl_str_mv |
narrativas digitais formação docente currículo narrativo |
| dc.subject.fr-FR.fl_str_mv |
récits numériques formation des enseignants curriculum narratif |
| description |
This theoretical essay aims to develop a reflection based on a theoretical discussion about the concept of narrative curriculum, coined by Ivor Goodson, but still little explored in depth with regards to its possibilities of implementation and materialization in educational contexts. This is a document resulting from the theoretical deepening drawn from a critical-reflective reading of Goodson's works dedicated to the concept. The study reflects on the narrative curriculum and conceptually considers it as an "in-between" place for producing subjectivities and knowledge forming the midst of the construction of the curriculum, but which promotes the authorship and the emancipation of subjects through a formative, dialogical, and dialectical experience of narratively making and revealing the world and the subjects, oneself and others. It is also oriented by guiding questions of deeper reflections aimed at recognizing and organizing the characteristics of two elements which are essential for the integration of the narrative curriculum and Digital Information and Communication Technologies [DICT]: the narrative learning and the narrative capital, which are influenced by the use of DICT as instruments for mediating the constructive process of curricular and learning narratives. |
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2020 |
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2024-07-05T19:04:40Z |
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2024-07-05T19:04:40Z |
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2020-01-02 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6608 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9582 10.19053/22160159.v11.n25.2020.9582 |
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https://repositorio.uptc.edu.co/handle/001/13538 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9582 https://repositorio.uptc.edu.co/handle/001/13538 |
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10.19053/22160159.v11.n25.2020.9582 |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9582/8692 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9582/8866 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9582/9118 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9582/10352 |
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Derechos de autor 2020 Alessandra Rodrigues |
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Derechos de autor 2020 Alessandra Rodrigues http://purl.org/coar/access_right/c_abf109 http://purl.org/coar/access_right/c_abf2 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 11 No. 25 (2020): Saberes e interacciones escolares; 205 - 226 |
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Praxis & Saber; Vol. 11 Núm. 25 (2020): Saberes e interacciones escolares; 205 - 226 |
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Praxis & Saber; Vol. 11 No 25 (2020): Saberes e interacciones escolares; 205 - 226 |
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Praxis & Saber; V. 11 N. 25 (2020): Saberes e interacciones escolares; 205 - 226 |
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Praxis & Saber; v. 11 n. 25 (2020): Saberes e interacciones escolares; 205 - 226 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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2020-01-022024-07-05T19:04:40Z2024-07-05T19:04:40Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/958210.19053/22160159.v11.n25.2020.9582https://repositorio.uptc.edu.co/handle/001/13538This theoretical essay aims to develop a reflection based on a theoretical discussion about the concept of narrative curriculum, coined by Ivor Goodson, but still little explored in depth with regards to its possibilities of implementation and materialization in educational contexts. This is a document resulting from the theoretical deepening drawn from a critical-reflective reading of Goodson's works dedicated to the concept. The study reflects on the narrative curriculum and conceptually considers it as an "in-between" place for producing subjectivities and knowledge forming the midst of the construction of the curriculum, but which promotes the authorship and the emancipation of subjects through a formative, dialogical, and dialectical experience of narratively making and revealing the world and the subjects, oneself and others. It is also oriented by guiding questions of deeper reflections aimed at recognizing and organizing the characteristics of two elements which are essential for the integration of the narrative curriculum and Digital Information and Communication Technologies [DICT]: the narrative learning and the narrative capital, which are influenced by the use of DICT as instruments for mediating the constructive process of curricular and learning narratives.Este ensayo teórico tiene como objetivo desarrollar una reflexión basada en una discusión teórica, acerca del concepto de currículo narrativo, acuñado por Ivor Goodson, pero aún poco explorado en profundidad, en lo concerniente a sus posibilidades de implementación y materialización en contextos educativos. El documento resulta de la profundización teórica realizada, a partir de la lectura crítico-reflexiva de las obras de Goodson dedicadas al concepto. El estudio reflexiona sobre el currículo narrativo y lo pone, conceptualmente, como un entre-lugar de producción de subjetividades y de conocimientos que forman los entremedios de la construcción curricular, pero que promueve la autoría y la emancipación de los sujetos por medio de una experiencia formadora, dialógica y dialéctica, de hacer-revelar narrativamente al mundo y al sujeto, a sí mismo y a los demás. También, se guía por preguntas orientadoras de reflexiones más profundas destinadas a reconocer y organizar las características de dos elementos esenciales a la integración, entre el currículo narrativo y las Tecnologías Digitales de Información y Comunicación [TDIC]: el aprendizaje narrativo y el capital narrativo, que son influenciados por el uso de las TDIC, como instrumentos de mediación del proceso constructivo de narrativas curriculares y de aprendizaje.Cet essai théorique vise à développer une réflexion basée sur une discussion théorique sur le concept de curriculum narratif, inventé par Ivor Goodson, mais encore peu exploré en profondeur, concernant ses possibilités de mise en œuvre et de matérialisation dans des contextes éducatifs. Il s’agit d'un document issu de l'approfondissement théorique effectué à partir de la lecture critique et réfléchie des travaux de Goodson consacrés au concept. L'étude réfléchit sur le curriculum narratif et le conçoit conceptuellement comme un lieu ''intermédiaire'' entre la production des subjectivités et des connaissances formant le cœur de la construction du curriculum, mais qui promeut la paternité et l'émancipation des sujets à travers une expérience formatrice, dialogique et dialectique de création et de révélation narrative du monde et du sujet, de soi-même et des autres. Il est également guidé par des questions orientant la réflexion approfondie visant à reconnaître et à organiser les caractéristiques de deux éléments essentiels à l'intégration entre le curriculum narratif et les technologies numériques de l'information et de la communication[TNIC] : l'apprentissage narratif et le capital narratif, qui sont influencés par l'utilisation des TNIC en tant qu'instruments de médiation du processus constructif des récits curriculaires et d'apprentissage. Este ensaio teórico tem como objetivo desenvolver uma reflexão baseada em uma discussão teórica sobre o conceito de currículo narrativo, cunhado por Ivor Goodson, mas ainda pouco explorado em profundidade, no concernente a suas possibilidades de implementação e materialização em contextos educativos. Documento resultante do aprofundamento teórico realizado, após da leitura crítico-reflexiva das obras de Goodson dedicadas ao conceito. O estudo reflete sobre o currículo narrativo e o põe, conceitualmente, como um entre-lugar de produção de subjetividades e conhecimentos que formam os entremeios da construção curricular, mas que promove a autoria e a emancipação dos sujeitos através de uma experiência formativa, dialógica e dialética, de fazer-revelar narrativamente ao mundo e ao sujeito, assim mesmo e aos outros. Também, guia-se por perguntas mais orientadoras de reflexões mais profundas destinadas a reconhecer e organizar as características de dois elementos essenciais à integração, entre o currículo narrativo e as Tecnologias Digitais de Informação e Comunicação [TDIC]: a aprendizagem narrativa e o capital narrativo, que são influenciadas pelo uso das TDIC, como instrumentos de mediação do processo construtivo de narrativas curriculares e da aprendizagem. application/pdftext/htmlapplication/epub+zipapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9582/8692https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9582/8866https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9582/9118https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9582/10352Derechos de autor 2020 Alessandra Rodrigueshttp://purl.org/coar/access_right/c_abf109http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 11 No. 25 (2020): Saberes e interacciones escolares; 205 - 226Praxis & Saber; Vol. 11 Núm. 25 (2020): Saberes e interacciones escolares; 205 - 226Praxis & Saber; Vol. 11 No 25 (2020): Saberes e interacciones escolares; 205 - 226Praxis & Saber; V. 11 N. 25 (2020): Saberes e interacciones escolares; 205 - 226Praxis & Saber; v. 11 n. 25 (2020): Saberes e interacciones escolares; 205 - 2262462-86032216-0159digital narrativesteacher trainingnarrative curriculumnarrativas digitalesformación docentecurrículo narrativonarrativas digitaisformação docentecurrículo narrativorécits numériquesformation des enseignantscurriculum narratifNarrative Curriculum and Technologies in Teacher Training: Theoretical and Conceptual ReflectionsCurrículo narrativo y tecnologías en la formación docente: reflexiones teórico-conceptualesCurriculum narratif et technologies dans la formation des enseignants : réflexions théoriques et conceptuellesCurrículo narrativo e tecnologias na formação docente: reflexões teóricas conceituaisinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6608http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a192http://purl.org/coar/version/c_970fb48d4fbd8a85Rodrigues, AlessandraAlmeida, Maria Elizabeth Bianconcini de001/13538oai:repositorio.uptc.edu.co:001/135382025-07-18 11:43:54.864metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |