El conocimiento escolar en los lineamientos curriculares, estándares básicos de competencias y derechos básicos del aprendizaje para el área de ciencias naturales en Colombia: estudio de caso

Abstract

The doctoral thesis that is titled, school knowledge in the Curricular Guidelines, the Basic Standards of Competencies, and the Basic Rights of Learning for the area of Natural Sciences in Colombia: case study, is part of the research line “The professional knowledge of science teachers and school knowledge” of the science education emphasis in the Interinstitutional Doctorate in Education from the Francisco José de Caldas District University, Bogotá D.C-Colombia. From the research line, the need to investigate the school knowledge that is declared in the documents that support the official science curricula was identified. In this context, the doctoral thesis proposed, as a general objective, to characterize school knowledge in the Curricular Guidelines, the Basic Standards of Competencies, and the Basic Rights of Learning for the area of Natural Sciences in Colombia. And, as specific objectives, to characterize the purposes of teaching natural sciences; the school contents, sources and selection of criteria for school contents; the epistemological referents of school knowledge; and the criteria for validating school knowledge in the curricular guidelines issued by the Ministry of Education of Colombia for the Natural Sciences Area; identify the driving forces, obstacles and questionings in the school knowledge proposals issued by the Ministry of Education of Colombia. Of the previous two, a third specific objective was formulated, to propose recommendations for the design of curricular orientations for the area of Natural Sciences from a national context, compared to the characterization of school knowledge of these orientations. The characterization of school knowledge was made through the macro-categories that have been addressed by Professor Martínez (2000) since her doctoral thesis: -school content; -sources and selection criteria for school content; epistemological referents of school knowledge; -validation criteria of school knowledge. In addition to the category purposes of school knowledge in science, the latter in the framework of two theoretical and methodological constructs, the transition progression hypothesis -HdP-T and the Dynamizing axes, Obstacle and Questioning-AXES-DOC, from which a particular and complex epistemology of school knowledge stands out. The research was developed from a qualitative approach; interpretive perspective and, as a method "the case study" (deep understanding of the phenomenon); the type of case study is a unique and intrinsic case; the unique is constituted by the three orientations. And the intrinsic, not only to account for school knowledge by orientation but in relation to the three orientations. As techniques and instruments, the analysis of documents and the semi-structured interview were addressed, the type of interview was an interview with experts (one co-author by orientation). Characterize the school knowledge of the curricular orientations of the area of natural sciences that has been issued by the Ministry of National Education, was constituted in a significant contribution to the field of school knowledge in science from what is declared in the documents that support the official curriculum of natural sciences