The integrated curriculum is a way of organizing the educational curriculum that implies the globalization of knowledge disciplines, abandoning the division by conventional subjects. The engine that moves learning in this strategy is a thematic nucleus that is originated from a center of interest or a real problem of the students (Torres Santomé, 1996).
Thus, learning arises through research and the search for answers / solutions, being therefore functional, situated and meaningful learning. In this process, knowledge disciplines are used at the moment they are necessary (Beane, 2005), without limits between one and the other, achieving that they are not isolated from each other, but that they connect with each other.
Through this approach, students learn to problematize reality, to ask themselves questions that help to resolve conflicts, to locate the necessary information, to organize a work plan, etc. This process also promotes experiences and learning that have little place in the model of separate subjects such as teamwork, critical thinking, creativity or affective communication, among others (Pozuelos Estrada and García Prieto, 2020). For the teacher, this organization requires adopting the role of researcher who guides and accompanies the students.
References
Beane, J. A. (2005). La integración del currículum y las disciplinas del conocimiento. Texto para uso académico en el marco de la asignatura.
Pozuelos Estrada, F. J. y García Prieto, F. J. (2020). Currículum integrado: estrategias para la práctica. Revista Internacional de investigación e innovación educativa, 100, 37-54. DOI: https://dx.doi.org/10.12795/IE.2020.i100.04
Torres Santomé, J. (1996). Sin muros en las aulas: El currículum integrado. Kikiriki. Cooperación Educativa, 39, 39-45. Disponible en https://jurjotorres.com/?p=708
Authorship
Lorena Castillo Achutegui, 2020.