Publication: Creatividad en la lectura y la escritura. ¿Qué dicen (y no dicen) las prescripciones curriculares para nivel educativo inicial y primario en Argentina?
Authors
Romina Cecilia, Elisondo
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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Description
Abstract
Nos interesa en el presente estudio analizar prescripciones curriculares referidas a procesos creativos vinculados a la lectura y la escritura. Específicamente, analizamos documentos curriculares sobre el nivel inicial y primario de la educación formal de la República Argentina, indagando respecto de las referencias que en dichos documentos se realizan sobre creatividad, lectura y escritura. Los documentos curriculares examinados son Ley Nacional de Educación, Ley de Educación de la Provincia de Córdoba, Núcleos de Aprendizajes Prioritarios de la Nación Argentina (NAP) y Diseños Curriculares de Córdoba. Analizamos éstas prescripciones desde la óptica de la creatividad, indagando respecto del lugar que se le asigna a los procesos creativos en los objetivos educativos, los contenidos y las metodologías. Realizamos análisis de contenido de los documentos considerando pasajes del corpus donde se incluyen las palabras creatividad, creativo y/o creativa. Indagamos respecto de contenidos educativos, finalidades, objetivos, metodológicas, recursos y criterios de evaluación incluidos en los documentos curriculares. Interpretamos los resultados considerando teorías y estudios actuales de la creatividad e investigaciones sobre diseños curriculares realizadas en otros contextos. Los análisis indican que en los documentos predominan concepciones de la creatividad vinculadas al campo artístico. No obstante, se observan interesantes articulaciones con procesos de construcción de la identidad, la corporeidad, el vínculo con los otros, con las tecnologías y el mundo natural. En el campo de la lectura y la escritura, observamos objetivos y contenidos educativos vinculados con la escritura creativa como forma de expresión y con la literatura, como oportunidad de acercamiento a producciones creativas.
We are interested in the present study to analyze curricular prescriptions referring to creative processes linked to reading and writing. Specifically, we analyze curricular documents on the initial and primary level of formal education in the Argentine Republic, inquiring about the references that are made in said documents on creativity, reading and writing. The curricular documents examined are the National Education Law, the Education Law of the Province of Córdoba, Priority Learning Nuclei of the Argentine Nation (NAP) and Curriculum Designs of Córdoba. We analyze these prescriptions from the perspective of creativity, inquiring about the place assigned to creative processes in educational objectives, content and methodologies. We perform content analysis of the documents considering passages from the corpus where the words creativity, creative and/or creative are included. We inquire about the educational content, aims, objectives, methods, resources and evaluation criteria included in the curricular documents. We interpret the results considering current theories and studies of creativity and research on curricular designs carried out in other contexts. The analyzes indicate that the conceptions of creativity linked to the artistic field predominate in the documents. However, interesting articulations are observed with the processes of construction of identity, corporeality, the link with others, with technologies and the natural world. In the field of reading and writing, we observe educational objectives and contents linked to creative writing as a form of expression and to literature, as an opportunity to approach creative productions.
We are interested in the present study to analyze curricular prescriptions referring to creative processes linked to reading and writing. Specifically, we analyze curricular documents on the initial and primary level of formal education in the Argentine Republic, inquiring about the references that are made in said documents on creativity, reading and writing. The curricular documents examined are the National Education Law, the Education Law of the Province of Córdoba, Priority Learning Nuclei of the Argentine Nation (NAP) and Curriculum Designs of Córdoba. We analyze these prescriptions from the perspective of creativity, inquiring about the place assigned to creative processes in educational objectives, content and methodologies. We perform content analysis of the documents considering passages from the corpus where the words creativity, creative and/or creative are included. We inquire about the educational content, aims, objectives, methods, resources and evaluation criteria included in the curricular documents. We interpret the results considering current theories and studies of creativity and research on curricular designs carried out in other contexts. The analyzes indicate that the conceptions of creativity linked to the artistic field predominate in the documents. However, interesting articulations are observed with the processes of construction of identity, corporeality, the link with others, with technologies and the natural world. In the field of reading and writing, we observe educational objectives and contents linked to creative writing as a form of expression and to literature, as an opportunity to approach creative productions.
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