Research as a Curriculum Movement: Teacher Protagonism as a Pathway to Learning

摘要

This paper analyzes some curriculum practices developed in a Colombian school in which an experimental education project has been carried out. By taking the Foucauldian genealogy as our theoretical-methodological reference, we aim at evidencing some curriculum movements produced in that environment. The study shows that research as an educational principle and teacher protagonism can be important movements in the construction of a kind of education that is more concerned with the needs of the subjects and the local community and less committed to fixed, predetermined standards from which school curricula have been usually established.