Abstract

LOPEZ AVILA, Diego Armando. Curriculum Design and Educating City for Life Projects in Secondary Education. Enunciación [online]. 2023, vol.28, n.2, pp.228-239.  Epub Apr 21, 2024. ISSN 0122-6339.  https://doi.org/10.14483/22486798.20973.

This article proposes a reflection on the meaning of the educating city as a driver and an enabler of integral, transversal, and interdisciplinary curricular design in secondary education, in order to contribute to the life projects of students. A critical reading of our time questions the closed spatiality of the school and rather assumes the challenge of inhabiting a school from the blurred borders of a classroom-city or from what we understand by educating city, wherein each space of the civitas is a possibility of learning, with its symbolic capital, its cultural and social practices, its fabrics, and its palimpsests as inputs for new curricular proposals. This reflection examines the process that gave rise to the curricular proposal of the educating city in the Bosa Brasilia District Education Institution (IED), to which the fundamental documentary review is linked, which includes the International Association of Educating Cities (AICE), the Bogotá district policy on the educating city, the academic and research production of the IDEP with the Educación y Ciudad journal, and institutional documentation. The hermeneutic paradigm is used to interpret the voices of the members in the academic community and those of specialists and guests who participated in various interactive practices, namely dialogues, interviews, and discussion groups that generated a fusion of horizons. As a result of this journey, a curricular proposal stands out in the form of an educating city for the life projects of secondary education students of the Bosa Brasilia IED.

Keywords : curriculum; educating city; life project; experience; lived experience..

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