The epistemological context of critical pedagogy in the curricular adjustment of Ecuador in 2016
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Abstract
Like the other areas, in the curricular document, each aerea is structure in sub-levels, organizing thr learning in curricular blocks that respond own epistemological, didactic and pedagogical criteria. As epistemology brings knowledge from the object of knowledge, to the knowing subject, wich is usually the student, the way is knowledge is approached is the pedagogical, and the didactic the the teacher intentionally brings that knowledge to the rest. From this point of view, a document is prepared to arrive at steblishing the pedagogical and didactic parameters the are carrie out in the curricular adjustment. Starting from each evaluation criterion, the essential and desirable learning that students have to achieve in each aerea is described, methodological orientations and examples of tasks are offered and the general objectives of the aerea to whose work is contributed are analyzed, analyzing some aereas.
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