The curriculum as an educational public policy: challenges and implications

Abstract

In this research, we present a set of references that will serve to strengthen the critical analysis that must be made of the curriculum. It constitutes a technical and political instrument that organizes teachings, with which neutrality does not exist., that is, it has a political intentionality that goes beyond a mere list of subjects or contents.  In this sense and from a qualitative perspective, the Grounded Theory of systematic design was taken as the methodological axis and for this purpose a set of categories of analysis was established that served as orientation for the approach in this work. Among other aspects, it is concluded that: 1) there is no consensus on the need for the curriculum to exist or not, 2) it is necessary to reconcile with the curricular debate from the active role of the actors in the educational process, 3) the design of a public policy will respond to both a historical moment and a given context, 4) the curriculum is an educational public policy.