español The curriculum and its contextualization: challenges and perspectives in the Dominican Republic

Abstract

This article systematizes theories, triangulates sources and authors that make it possible to understand the essence of the theoretical core of the curriculum category and the possibilities it offers as theoretical support for curriculum contextualization processes. The theoretical-methodological contradiction, which generated the elaboration of this article, is based on a set of regularities that become challenges of curriculum contextualization in the Dominican Republic and is connoted, at a higher level, through the foundation of a set of theoretical premises and functions, as well as the perspectives through which curriculum contextualization should be conducted in the national territory. Therefore, the main objective of this article is to present the main challenges and perspectives of curriculum contextualization in the Dominican Republic. The methods used are of a theoretical and empirical nature, among the former are analysis-synthesis, historical-logical, induction-deduction and theoretical modeling; while, among the empirical methods, the survey and the interview stand out; the qualitative data processing software ATLAS.Ti.9 was also used. It constitutes a working tool for the improvement of educational work in the Dominican context.