The curricular change from the educational practice: circumscribing the dialogue of knowledge in the Bachelor of Science in Education

Abstract

Transversing the curriculum of the degree in educational sciences constitutes a fundamental axis to resize the educational practice in the dialogue of knowledge and in the incorporation of research projects in professional training. It is about the adoption of a critical point of view in the relations of education and society and how they influence professional autonomy, given the need to deploy teaching as cognitive diversity, to settle the path of the conceptual richness of the dialogue of knowledge as unconcealment of reality and production of interpretive views, in the dynamics of dialectically representing the hermeneutic exchange and, in particular, of assuming a commitment to generate a curriculum that breaks with the repetitiveness of a ritual didactic process.