Curriculum theory and applied rationales: theoretical reflection for Higher Education
Keywords:
Theory, Curriculum, Higher EducationAbstract
This discourse is articulated as the culmination of curricular efforts over a prolonged period within Higher Education, based on theoretical reflection and a dialogical exchange among the authors to situate curricular work intertwined with different types of rationalities. Curricular theory constitutes a comprehensive set of logically interconnected definitions, concepts, propositions, and other constructs that incorporate a systematic perspective of curricular phenomena and serve as a framework for planning activities aimed at achieving the graduate profile. The prevailing conditions and context refer to an adaptable and technology-mediated dynamic, characterized by a marked potential for internationalization. This implies that the proposal can be formulated in a generalized way, encompassing the dimensions of context, curricular planning, and pedagogical practice, focusing on cultivating the traits in the graduate profile and strategies, as well as the broader logic that underpins a novel and alternative model in curriculum design and development.
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