Systemic curriculum and living well in education professionals

Abstract

The purpose of this article is to read the Pedagogy of Living Well. The elements that define it are: systemic education as an instrument of political and social liberation, the interdisciplinary curriculum, holistic training of the person as a goal and contribution of the academy to such liberation and training, as a central task of the university that seeks to promote human development and liberation. The systemic curriculum is oriented towards the construction of knowledge, combining representations and mental attitudes in a holistic way. The exploratory study yielded the research problem: "How to contribute to the integration of the systemic curriculum with the disciplines of knowledge" (Quintanilla 1998) and Good Living through theoretical-methodological constructs ?; Its objective is to "characterize the simplifying thinking prevailing in Ecuadorian education and the systemic curriculum (Palacio 2012) as a methodological alternative for teachers to use and think complex. The methodology has a qualitative approach, using the theory based on "case study elements (still in process), since they are reviewing academic management experiences" (Laida 2012). In addition, it was descriptive and is framed as documentary and field because we applied survey of 6 questions to 28 teachers.