What documents serve as a guide for implementing Comprehensive Curriculum Transformation in Uruguay? How do these documents address the aspects that may constitute critical transitions in an educational transformation process? What insights can be drawn from this analysis?
These are some of the questions that guide the article “Educational Transformation in Uruguay: An Analysis of Framework Documents for Basic Education,” authored by Dr. Mariela Questa-Torterolo—deputy academic coordinator of the Master’s in Educational Management and theMaster’s in Teacher Training—and Dr. Andrea Tejera Techera—academic coordinator of those graduate programs.
In addition to examining the content of the official documents on the Comprehensive Curriculum Transformation, the authors explore these documents from three theoretical perspectives: epistemological, pedagogical, and institutional.
“The documents outline a curriculum vision based on the development of competencies and learning, which requires changes in teaching methodologies, instructional strategies, and assessment. They also propose a school management approach that promotes autonomy and the participation of educational communities,” stated Questa-Torterolo and Tejera Techera in the paper, which was published in volume 19 of the journal Práxis Educativa.
For this reason, the researchers conclude that educational transformation is:
A complex and dynamic process that presents both challenges and opportunities for improving educational quality.