The curricular contextualization of the “Rosa Zárate de Peña” Educational Institution in the municipality Yumbo (Colombia)

Abstract

The fundamental epistemological intention of this article lies in offering an analysis that reveals the capacity of the transforming performance of the teaching collectives committed to education and the integral formation of the students. The theoretical-argumentative logic that is used, starts from the adoption of a systemic-structuralfunctional position and connotes its significance in the theoretical systematization of the curriculum as a category and the methodological dynamics of the educational-transforming practices in the “Rosa Zárate de Peña” school from the municipality of Yumbo-Valle, in the Republic of Colombia.