Territorio curricular: definiendo la flexibilidad como principio transversal del currículo en Geografía-UCR

Abstract

The curricular flexibility, considered as a transversal principle in the design, evaluation, and management of a curriculum, must be defined through a collective process, combining the interpretations of curriculum stakeholders (students, teachers, administrators, among others) with associated theoretical features. Therefore, a definition is presented, constructed through the development of a discussion workshop, informed by literature review, aimed at generating a standardized concept regarding the understanding, practice, and requirements for curricular flexibility. As a result, in addition to proposing a definition, the specificities of the learning environment in which the Bachillerato y Licenciatura en Geografía curriculum is developed, taught at the Escuela de Geografía at the Universidad de Costa Rica, are highlighted, enabling the operationalization of criteria and mechanisms to demonstrate flexibility.