Resumen

RIVOLTELLA, Pier Cesare  y  FANTIN, Monica. SCHOOL CULTURES AND SHORT CURRICULUM: TEACHING WITH EPISODES OF SITUATED LEARNING. e-Curriculum [online]. 2020, vol.18, n.2, pp.545-567.  Epub 15-Oct-2020. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2020v18i2p545-567.

The article reflects on challenges created by complexity and digital culture in schools and curriculums from an historical and cultural perspective. Metaphors used for a curriculum indicate perspectives on the world and education and simultaneously express aspects of the imagination in relation to school challenges. In this context, the article presents opportunities for disruptive practices based on the idea of the “short curriculum” present in the Situated Learning Episodes methodology, highlighting narratives of higher education students. The article concludes that the Episodes of Situated Learning methodology can be considered an optional approach to curriculum; because it deconstructs the rigid framework of traditional school pedagogy. It reconceptualizes curriculum as a text to be built and rebuilt through pedagogical practice, in mediations and interactions among teachers and students, and in dialogues with cultures in and outside schools.

Palabras clave : Digital Culture; Curriculum; Situated Learning Episodes..

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