Análisis curricular: teoría y práctica docente en la asignatura desarrollo del pensamiento filosófico

Abstract

The following thesis has as objective to determine how the teacher implements his subject. Throughout this research, the curricular theory, the guidelines and methodological accuracy given by The Ecuadorian Ministery of Education is described, analyzing “DesarrollodelPensamientoFilosófico” as a subject included in the country curriculum. Afterwards, the teacher´s perspective about the curricular content and the mediation in the teaching-learning process is established, in addition to typify the teacher´s practice and identify the role of didactic planning performed in the process. The techniques applied in this research were the observation, document review, and the interview. The main results obtained in this research, includes the knowledge, agreement, and teachers ‘support to the Ministery of Education´s curriculum and the didactics’ subject. Classes were carrying out, considering the phases known as anticipation, construction, and knowledge consolidation, providing emphasis in one of them, during classes. The teaching practice present different difficulties in the pedagogical mediation: depending on the teacher, even though the evaluation presented negligence and lack of awareness. Finally, the didactic planning is a document and an activity that accomplishes without being significant, neither influence in the teaching practice.