Path between curricular improvements and academic proposals: rebuilding Language and Literature classroom

Abstract

Since the enactment of the National Education law (no 26,206) in 2006, a curricular rebuilding process has been initiated within the Argentinian educational system. Language and Literature contents have not been exempt from this process. Curricular changes are implemented in all levels of formal structuring of the curriculum: national, jurisdictional and institutional, and in each one of those levels Language and Literarure contents are submitted to changes. But, what kind of decisions do teachers make regarding these changes? The answer is not unique. We regard «the teacher author of the curriculum», as the one aware of the curricular transformations, who critically analyses and establishes connections between the reforms related to the teaching objects and Language and Literature classrooms. This paper seeks to restore those connections created by teachers. In order do so, teaching proposals within Language and Literarure classes and their relation to the official contents framed on the National Education law are delved into.