Abstract

TRESPALACIOS ORTIZ, Carmen Araceli et al. Curriculum and professor: encounter of meanings. Educ Med Super [online]. 2008, vol.22, n.2, pp. 0-0. ISSN 0864-2141.

AIM: to reflect on the professor-curriculum relationship, and on the intersubjective processes articulating and giving sense to the curriculum. DEVELOPMENT: the professor must assume the application of the curricular proposal as a social practice compromised with the configuration of other subjects. It is from this relationship on that an account of intersubjectivity is given and the latent and manifest intentionalities of the curricular postulates are questioned, referring to the perspectives of significance and sense (emic and etic) of the teaching-subject. To assume the teaching-subject as a mediator in the pedagogical interventions is a demand that opens the possibility for giving an impulse to the training of autonomous subjects, capable of influencing on the environment. It was made a reflection centred on the professor-curriculum relationship, where the latter is recognized as a complex and multivariate proposal, that more than a finished and static document is in a permanent movement and allows the articulations between what is established and what is instrumented. CONCLUSIONS: to develop a curricular proposal in a mechanical way is not enough, it is necessary the configuration of a teaching-subject with consciousness, of training directed to strengthen the consciousness of the individuals under training and to potentiate the configuration of social subjects capable of taking part in reality.

Keywords : Curriculum; teaching-subject; inter-subjectivity.

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