Contributions to the analysis of curricular discourse at the Bolivarian University of Venezuela (UBV)

Abstract

The analysis of curricular discourse as a methodological category allows the interpretation of reality from multiple pers- pectives that lead to a multiplural view of the ways in which they constitute the matrices of critical and reflective thought. Studying social reality is so complex that many looks are needed to understand how the various actors interact in its construction. At the Bolivarian University of Venezuela (UBV), the curricular discourse becomes the theoretical reference where the guiding principles for the revision of coherent and pertinent curricular designs are established, depending on the need for innovation demanded by the academic offers to offer to the community, and thus favor the development of the potentialities of investigative teaching, research as a humanizing action and as a source of social transformation that reveals the need for critical inter and transdisciplinary dialogue, promoted, articulated and energized in and from practice. In this sense, the present article aims to analyze the theoretical visions, linked to the notions of society, man, social interaction, education, training, among others, implicit in the approaches and arguments that support the curriculum; They allow directing the processes that conclude in the professional tra- ining of people, and that of course, assume the vision of being and of society closely related and in harmony with emerging challenges such as: coexistence for peace, for work cooperative, to guarantee health, environment, culture, life in freedom, in harmony with universal development and ecological balance.

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