La contextualización del currículo, un medio para potenciar el desarrollo

Abstract

The author describes the experience of taking into account the curriculum for the microcultural dimension (school) and the macrocultural dimension (community) in primary schools in Guápiles, Limón and Pérez Zeledón. To achive this, she presents a theoretical framework based on D. Ausbel´s constructivist postulates. The use of portfolios as a tool for evaluation in also analyzed. The proposal has a holistic view orienting educational processes toward multidisciplinary and transdisciplinary approaches.