Discourse versus action in school management and curriculum practices: an investigative overview during reform times.

  • Fancy Inés Castro Rubilar Universidad de Bio-Bio

Keywords:

management, curriculum, Chilean reform, discourse and action, actors' protagonism

Abstract

In this article we critically discuss issues about school management and curriculum practices during reform times and how these should be subjected to research. We describe the political and curricular information that explains the Educational Reform in Chile. We also analyze theoretical terms that underlie concepts such as structure, organization, curriculum, and from there we start to reflectively discuss issues about the discourse and actual performance of educators and head administrators in times of reform. Lastly, we propose to develop research projects that illustrate the complexity of the relationships established within educational institutions, so as to implement practices of school and curriculum management that assure freedom of expression among the members of the school system. Thus, everyone has the opportunity of playing different roles in this debate based on the acknowledgement of the other as a rightful interlocutor in this process of joint construction.

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Author Biography

Fancy Inés Castro Rubilar, Universidad de Bio-Bio

Lic. Educación. Magister en Educación con Mención Gestión Educacional. Profesora Jornada completa del Departamento de Ciencias de la Educación y Humanidades de la Universidad de Bio Bio.

Published

2012-07-17

How to Cite

Castro Rubilar, F. I. (2012). Discourse versus action in school management and curriculum practices: an investigative overview during reform times. Praxis Educativa, 7(7), 7–15. Retrieved from https://cerac.unlpam.edu.ar/ojs/index.php/praxis/article/view/236