Curriculum flexibility in the inclusive school: a theoretical reflection on the curriculum construction process
International Journal of Development Research
Curriculum flexibility in the inclusive school: a theoretical reflection on the curriculum construction process
Received 20th November, 2021; Received in revised form 11th December, 2021; Accepted 29th January, 2022; Published online 20th February, 2022
Copyright © 2022, Hellen Rose de Sousa Lima et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The aim of this article is to establish a dialogical relationship between curriculum flexibility and learning styles for teacher curricular knowledge and how these categories can serve as essential tools for building an inclusive curriculum, and specifically, how to use them as methodological strategies in the classroom context, in order to generate a better use in the learning process based on assumptions of renowned authors such as Perrenoud (1997), Tomlinson (2008), among others. For this, a brief history of the curriculum trajectory is presented, in order to identify remnants of traditional teaching that still impact the teaching of the 21st century, as well as setbacks that stagnate teaching. The relationship between curriculum and power is addressed as a game of hegemonic class interests. Curricular Flexibility is conceptualized within a classroom context in the search for social inclusion for all, without exception.
