1. Curricular constructions emerging from teachers in their pedagogical practice

Abstract

This scientific article presents a theoretical-practical construct that systematizes how the teacher builds curriculum in the daily life of his practices in order to give answers to the needs of formation of the citizen. The study was developed under the interpretative paradigm with a qualitative approach, the heuristic proceeding was supported in a curricular research based on hermeneutics, supported in phenomenology as a theoretical perspective, is inserted in the line of Research: Curricular innovations in and for the Social development, of the nucleus of teaching research, innovation and Technology (NIDIT) of the UPEL-IPB. The intention of the study was oriented to understand and interpret the senses and meanings given by the teachers to the emergent curricular constructions. Establishing as a conclusion that the teacher generates emergent curricular constructions for the improvement of the learning processes from which are interweave some sets of actions, tasks and doings that allow the educational innovation.