Curriculum, democratization and coexistence

Abstract

The influence of technology and globalization have substantially determined the education of this century. Then, thinking about the curriculum, involves elements not considered 60 years ago. In my case, the usual tool for my school commitments was the library and the typewriter; accompanied by long hours of inquiry. Not to mention the cell phone, that first model "Bellsouth" I met him studying my university studies. I am the product of a generation that results from very different "realities" in order to know their environment socially and culturally. What leads me to affirm that the curriculum should be "thought" more to teach subjects to live committed in their duty to society; what in their particular rights. That is, more in "giving" than in "receiving" a benefit of one's own. The school must form subjects more willing to build spaces of healthy coexistence and therefore, a democracy for all. Therefore, the role of the teacher will be the "omni-comprehensive" course in front of a curriculum oriented to the student to "read" their reality, supported by the family and the State. But, as a subject very willing to "give" of itself, to contribute, to build, as an "entity" that recognizes its environment, and deals with creating opportunities for the development of its community.