ABSTRACT
The study explored an intrinsic case of interpretive and contextualized curriculum reflection in a Chilean school. The case stands out in a national context of high curricular standardization, with a high-consequence accountability regime that limits situated curricular reflection. With a qualitative approach, a content analysis of a group interview with teachers was carried out, after reviewing documents that explicit the school’s vision. The findings show a critical orientation opposed to the standardization policy based on a proposal called Curricular Nuclearization. Consistency is revealed between the meanings and practices regarding relevant learning, with meaning and favorable to teachers’ professional development.
Keywords
Curricular development; Curricular nuclearization; Contextualization; Curricular construction; Teacher professional development