Resumen

PAVA RIPOLL, Nora Aneth. Guidelines for curriculum reform in the University of Cauca's speech-language therapy programme, 2004. Diagnostic phase. rev.fac.med. [online]. 2009, vol.57, n.1, pp.18-25. ISSN 0120-0011.

Background. The article presented here gives the results of research entitled, "Curriculum reform of the academic speech therapy programme at the University of Cauca - diagnostic phase". Curriculum reform emerges from the need for growing convergence between knowledge and action in order to respond with greater precision and certainty to social, economic, political and human realities. It is recognised that ongoing adjustments should be made to respond to the disciplines' dynamic evolution. Objective. Theoretical and practical bases are thus proposed; they are tailored to the context of curriculum reform regarding the University of Cauca's speech therapy programme so that ideas and strategies guiding the meaningfulness of the curriculum may be proposed. Materials and methods.Using qualitative (evaluative) research and documentary analysis led to rapprochement with the players involved (teachers and students). The research was carried out with 20 professors and 53 students from the University of Cauca's speech therapy programme. A serious diagnosis was thereby achieved that dealt with analysing academic practice, evaluation systems, the concepts of training and curriculum, the models of pedagogic formation, predominant theoretical trends, the educational plan and relationships between teachers and students. Results. A technical concept of training emphasising knowledge-based humanistic and comprehensive concepts was outlined in this research. The concept of curriculum was separated from comprehensive training and limited to content. Pedagogic practice was focused on the teacher, thus favouring teaching rather than learning. Conclusions. The academic practices of the players involved in a higher education programme should be transformed so that curriculum reform can be contemplated; real positioning of cultures and academic communities should be made. Moreover, the curriculum should always be thought of as being a process of ongoing research.

Palabras clave : concept formation; curriculum; education; higher; students; faculty.

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