Resumen

PENUELA-CONTRERAS, Diana Milena. Dynamics of school curriculum integration: interdisciplinarity in the production of knowledge. Prax. Saber [online]. 2021, vol.12, n.30, pp.115-130.  Epub 25-Dic-2022. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v12.n30.2021.11437.

Changes in the dynamics of curriculum integration in contemporary schools are evident, not only because changes are required in the production of knowledge at the social level (Gibbons et al., 1997), or because we are required to question disciplinarity, but also because they are transformations that are already being implemented as core axes of educational policy at both the national and district levels, at least for the last decade. These dynamics definitely propose, at the very least, a questioning with regard to the type of knowledge that is produced in our schools. It is interesting that education policy makes such approaches possible, at least in theory. In this context, this article aims to: (a) present the existing discussions on the contemporary configuration of school knowledge based on the processes of integration; (b) analyze the debates surrounding the inclusion of interdisciplinarity in such processes; (c) suggest the idea of thinking about models of curricular integration as mobilizers of the processes of knowledge production in schools; and (d) carry out a reflexive analysis of the models of curricular integration at the national and district levels.

Palabras clave : school integration; government policy; education.

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