ABSTRACT

State Basic Education in Uruguay has always been characterised by universal, homogeneous curricular designs, articulated according to subject matter and academic content. Currently, following international trends, a curricular design based on competencies has been encouraged. This article aims to analyse the main features of the new curricular guidelines in elementary (or primary) school, as well as the main debates around them. Criticisms posted by teachers are examined with a post-critical focus on the curricular field, drawing from analysis of documents and interviews with key stakeholders. The main findings reveal three central points of debate: the structuring core of the curricula, assessment methods and the position of the teacher. Also, a hybrid model of curricular policy for basic education has emerged which has generated conflict amongst teaching communities.

摘要

乌拉圭的国家基础教育一直以通用的，同质的课程设计为特征，并根据主题和学术内容进行衔接。当前，遵循国际趋势，鼓励基于能力的课程设计。本文旨在分析小学（或小学）新课程指南的主要特征以及围绕它们的主要争论。通过对文件的分析和与主要利益相关者的访谈，对教师发表的批评进行了审查，重点放在课程领域。主要发现揭示了三个辩论的中心点：课程的结构核心，评估方法和教师的位置。也，