The critical curriculum in training of the Bachelor of Science in education: dialogue of knowledge and research projects

Abstract

Curricular theories and dialogue between knowledge is a dialectical binomial to understand the compass of the formation of the graduate in educational sciences, which not only rests on a scientific or academic perspective, but on the renewal of a thought based on the resignification of the university- society and I-world. The curriculum, being understood beyond the establishment of study programs as a technical trend of education, will be more capable of transforming the teaching profession, rescuing its Latin American identity and transcending from the transmission of knowledge to the problematization of knowledge, reasoning scientist to the existing links of reflection and action, from critical evaluation to selfdetermination, from the figure of the research professor to the construction of the curriculum as an open system to develop new teaching styles.