What Do Institutions Teach for in Borderline Settings: Students' Views on Curricular Relevance in Elementary and Middle School Education?

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Bibliographic Details
Title:	What Do Institutions Teach for in Borderline Settings: Students' Views on Curricular Relevance in Elementary and Middle School Education?
Authors:	Gamboa Suárez, Audin Aloiso¹ audingamboa@ufps.edu.co, Avendaño Castro, William Rodrigo² williamavendano@ufps.edu.co, Hernández Suárez, César Augusto³ cesaraugusto@ufps.edu.co
Source:	Journal of Language & Linguistics Studies. 2022, Vol. 18 Issue 3, p290-300. 11p.
Subject Terms:	Middle school education, Elementary schools, Elementary education, Community education, Secondary education, School children
Abstract:	This research article reports the findings of a study that sought to identify the opinion of students on the curricular relevance in elementary and secondary education in institutions located in Colombian and Venezuelan border contexts. The methodological approach is framed within the quantitative-descriptive paradigm. The conclusions of the study show that the relationship between curriculum, pedagogical practice, student, and context, does not exempt the responsibility assumed by the members of the educational community towards education but allows for generating spaces of agreement where the social and economic context is the most significant bulwark to define the sense through which education will be dynamized. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This research article reports the findings of a study that sought to identify the opinion of students on the curricular relevance in elementary and secondary education in institutions located in Colombian and Venezuelan border contexts. The methodological approach is framed within the quantitative-descriptive paradigm. The conclusions of the study show that the relationship between curriculum, pedagogical practice, student, and context, does not exempt the responsibility assumed by the members of the educational community towards education but allows for generating spaces of agreement where the social and economic context is the most significant bulwark to define the sense through which education will be dynamized. [ABSTRACT FROM AUTHOR]
ISSN:	1305578X