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    • UNIR REVISTAS
    • Revista Española de Pedagogía
    • 1999
    • Nº 213, mayo-agosto 1999
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    •   Inicio
    • UNIR REVISTAS
    • Revista Española de Pedagogía
    • 1999
    • Nº 213, mayo-agosto 1999
    • Ver ítem

    El currículum atrofiado: del pensamiento innovador a la práctica docente. Estudio longitudinal de los proyectos de educación

    Autor: 
    González Faraco, J. Carlos
    Fecha: 
    05/1999
    Palabra clave: 
    curricular innovation; environmental education; teacher's thinking; environmental education; Revista Española de Pedagogía
    Tipo de Ítem: 
    article
    URI: 
    https://reunir.unir.net/handle/123456789/7035
    Dirección web: 
    https://revistadepedagogia.org/lvii/no-213/el-curriculum-atrofiado-del-pensamiento-innovador-a-la-practica-docente-estudio-longitudinal-de-los-proyectos-de-educacion/101400002165/
    Open Access
    Resumen:
    This paper introduces a longitudinal investigation about the aspects of the Innovative Educational Projccts in Andalusia, in the Environmental Education field. The analyzed period goes from the mid-eighties till the present time. The aim is to study the process of school construction of cross-curricular tapies, with a special interest to the teacher decisions. The facts show that, on the way from the written project till its practical development, there are a number of restrictions and adaptations which end up isolating the innovative experiments in exceptional and specific curricular times and places, and making inactive their own capacity to produce a complete educational change in the school and even in the community.
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    Nombre: 7ElCurriculumAtrofiado.pdf
    Tamaño: 4.843Mb
    Formato: application/pdf
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    • Nº 213, mayo-agosto 1999

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