5. CURRICULUM IN ACTION AS SOCIAL BUILDING AND TEACHING CONTRIBUTION IN CURRICULUM TRANSFORMATION

Abstract

This essay addresses the curriculum in action as a social construction of teachers at the basic education curriculum changes that encourage government agencies of the Venezuelan State. The theme is related to qualitative research findings concerning the aforementioned transformation in Primary Education of Portuguesa State. Faced with an educational system in constant communication dynamics and social changes that permeate teaching practice, professionals socially construct a set of meanings in relation to their actions before the official guidelines. The opposite view would assume teachers as static entities against the incorporation of educational technocratic changes, curriculum design operators or uncritical players of information. From the dialectical perspective, a different view of the teacher's work not only as an actor but as a community social reflective, executor of academic excellence and innovative learning environment is generated.