AN INCLUSIVE CURRICULUM IN A SCHOOL FOR SUCCESS FOR ALL
We understand an inclusive curriculum in the framework of equity in education for all. Ensuring educational success for all requires designing the indispensable knowledge that makes education desirable for all citizens. In this context, the Key Competences for Lifelong Learning, properly contextuali...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/43925 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/43925 |
| Access Level: | acceso abierto |
| Palabra clave: | Currículo inclusivo Justiça como equidade Competências-chave Sucesso para todos Educação para a cidadania. Currículum inclusivo Justicia como equidad Competencias clave Éxito para todos Educación para la ciudadanía. Inclusive curriculum Justice as equity Key competences Success for all Education for citizenship. |
| Sumario: | We understand an inclusive curriculum in the framework of equity in education for all. Ensuring educational success for all requires designing the indispensable knowledge that makes education desirable for all citizens. In this context, the Key Competences for Lifelong Learning, properly contextualized, suppose a new frame of reference for the selection of what is considered relevant, as seen from the French proposal of the "socle commun" (BOLÍVAR, 2015a; DUBET, 2005). A theory of justice as equity can serve as a basis for such a proposal. Third, an inclusive curriculum can not be limited to the classroom level, it has to be a joint response of the school. Finally, a school for inclusion must mobilize social capital at the service of improvement, from a community perspective. |
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