Caracterización de las tendencias en currículo de Lengua Castellana según las propuestas pedagógicas didácticas de tesis de grado caso: Especialización en Pedagogía de la Lengua y la Literatura Universidad de Pamplona del año 2012 a 2017.

Abstract

This study emerges from the demand of characterizing the tendencies that are exposed in Spanish language curriculum, taking into account pedagogic-didactical proposals from language and literature pedagogy’s thesis specialization (EPLL) from the University of Pamplona between years 2012-2017. The research work aims to recognize and to define curriculum tendencies immerse in the specialization’s proposals of (EPLL), identifying and determining which were the innovations and research areas that were projected in the in the Spanish language teachers’ teaching task. The theoretical foundation was constructed from the curriculum evolution, developed by José Gimeno Sacristán and Giovanni Iafrancesco; and also by Nancy Barreto de Ramírez who guide the curricumul tendencies classification. As regards the methodological route, a qualitative paradigm was chosen, taking a hermeneutic interpretative approach, whose method was develop through a case study, due to its phenomenological orientation. The results were analyzed through data triangulation that shows the participation and exposure of curricular tendencies and innovations, as the research areas in every research work of language and literature pedagogy’s thesis specialization.