La idea de curriculum en la Asociación de Profesorado de Didáctica de las Ciencias Sociales

Abstract

How has the idea of curriculum been constructed in the proceeding of University Association of Teachers of Social Sciences Didactics congresses in the last 10 years? What have we understood by "the curricular"? What curricular elements do we select? This article summarizes the research carried out through the contributions published in the proceeding books of the symposia held annually by the area since 2008 (entitled Social Sciences Teaching, School Curriculum and Teacher Training) until 2017. This is a study that uses quantitative methodology through frequency analysis of the appearance of the selected terms ("curriculum" and "curricular"), with a qualitative methodology, analyzing those terms with those with which they are endowed with meaning on each occasion. The connection between the frequency and its meaning with the different themes of the symposium and the state of the area in each moment reveals the evolution from a concept of an external design curriculum towards a curriculum thought and constructed from the Didactics of the Social Sciences. In fact, the classical elements equilibrium that appears at the pedagogical definition of curriculum disappears to show us the roles of teachers and students as the priority agents.