The curriculum: an educational reflection based on teaching models

Abstract

This review article corresponds to an educational reflection on teaching models through an analysis of the curriculum in its different perspectives. In order to carry out this reflection, three dimensions have been considered; the first one establishes a conceptualization of what is understood by curriculum. The second corresponds to the social demands centered on the student so that he/she can have a curricular formation from the current context, from his/her needs and from the competencies that society establishes, and finally, an explanation of the different curricular approaches from the perspective of some authors such. Objective: To reflect on the task of educational grammar as part of the social demands through the application of a situated education. Method: For the elaboration of this work, a bibliographical verification was made in conjunction with the hermeneutic analysis, from which the most important concepts for this reflection are analyzed. Conclusion: The reality of educational practice through a curriculum is above all a reality that must be built day by day. Existing theories take shape in a given context, therefore, teaching planning is dynamic, changing, depending on the pedagogical model and the educational social reality to which it is attached. The teaching practice, aimed at strengthening the curriculum, is a dynamic and changing one, depending on the pedagogical model and the educational social reality to which it is attached.