The atrophied curriculum: From innovative thinking to the teaching practice

Authors

J. Carlos González Faraco

Abstract

This paper introduces a longitudinal investigation about the aspects of the Innovative Educational Projects 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 topics, 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.

Keywords:
• Curricular Innovation
• Environmental Education

Citación recomendada | Recommended citation

González Faraco, J. C. (1999) . The atrophied curriculum: From innovative thinking to the teaching practice. Revista Española de Pedagogía, 57(213). https://www.revistadepedagogia.org/rep/vol57/iss213/14

Licencia Creative Commons | Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License