An institutional process of curricular innovation in university

The place of evaluation research

Abstract

From a perspective contextualized in the institutional reality (2016/2023) of the UNRC and within the framework of the Curricular Innovation and Teacher Training Program, coordinated by its Academic Secretariat, the objectives of this work consist of situating and synthetically describing the institutional experience of curricular innovation in undergraduate and graduate courses of all faculties and concomitant teacher training to signify the conceptualizations that define the epistemic-methodological framework of its approach. We present the scope of Evaluative Research (IE) as a companion to the entire institutional process in its different phases: problematization of current curricula; curriculum analysis; elaboration of innovative proposals; formalization of new study plans and their implementation. We recognize their contributions in this process, as potential for the construction of evaluative knowledge that helps to understand problematic situations and make decisions for permanent curricular improvements in university education.

With an interpretative-critical perspective, after referencing the normative frameworks that direct the innovative process from 2016 to the present, we propose concepts, criteria and strategies assumed by EI as reflective and evaluative, participatory, systematic and sustained accompaniment; particularly in the curricularization of transversal contents and practices. We end by explaining the scope and prospects of the Program.