Políticas educativas y Diseño Curricular en la Escuela Secundaria Rionegrina: un análisis desde la didáctica de la lengua y la literatura

Abstract

Rio Negro’s Secondary School (ESRN in Spanish) constitutes an educational policy transformation of the high-school system in the province, which definitions are displayed in the Curricular Design of 2017. The aim of the present work is to analyze this curricular document in relation to Language and Literature teaching, by studying how instruction and learning of the language, literature, other means of communication and culture are presented in the specified area of Language and Literature Education. This article seeks to investigate, in the mentioned area, the way of substantiating the linguistic policy and plan out the knowledge to be taught, according to the general curricular objective of establishing democratic and inclusive practices in the academic level. The inquiry in the stated or official curriculum, from the content analysis, attempts to explain continuities in the scholastic discipline of Language and Literature teaching traditions, while focusing discussion on linguistic conflicts, the institutional valorization of literature and the role of media in citizenship formation. The previous dimensions point to deepen the comprehension towards the conditions of teaching practices are held, by identifying discontinuities and tensions inside the official curriculum.