Η ανάγνωση του Διαθεματικού Ενιαίου Πλαισίου και των Αναλυτικών Προγραμμάτων Σπουδών από τον εκπαιδευτικό: ευελιξία ή περιορισμός;

Περίληψη

The article presents the potential of the cross thematic curriculum framework (DEPPS) and the new curricula (APS), the opportunities for autonomous action offered to practitioners, and the roles prescribed for them during the educational act itself. The article consists of three parts. The first part sets the theoretical framework, presenting the distinction between Open and Closed Curricula, in terms of the practitioners’ opportunities for intervention. The second part focuses on the DEPPS and the new curricula, investigating the practitioners’ role in designing the curricula on the one hand, and their action as prescribed by the new, gradually developing, educational framework on the other hand. At the same time, the paper explores and points out the theoretical framework reflected by these choices. The third part proposes an alternative practice, which could lead to the evaluation of both the DEPPS and the new APS, as they are implemented in schools.