Contributions of Critical Pedagogy and Development Learning for a Conceptualization of Postgraduate Curriculum

Abstract

In this paper, two theoretical approaches typical of the educational field are analyzed to probe their potential as theoretical foundations on which to propose a definition of postgraduate curriculum. The objective of this analysis is to develop, over both approaches, categories, principles and arguments that allow integrating a definition of postgraduate curriculum that takes into account essential aspects of this academic level. To carry out this work, the methodology applied includes documentary and bibliographic analysis, systematization, synthesis and deduction. The main result of this inquiry is the definition of postgraduate curriculum, proposed as part of conclusions. This allows to conclude that both educational theoretical approaches are appropriate to support a definition of postgraduate curriculum.