Transformación del currículum geográfico costarricense: del enfoque regional al desarrollo sostenible y el conocimiento geográfico poderoso
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El currículum geográfico costarricense en la educación de su secundaria experimentó una transformación significativa en el año 2016. Se pasó de un enfoque basado en el paradigma regionalista a un análisis de desafíos de la sostenibilidad, desde una perspectiva geográfica fundamentada en el marco teórico del conocimiento poderoso geográfico. En este contexto, se plantea que el rol de la Geografía en la educación debe ser la formación de pensadores críticos, democráticos y participativos. Para lograrlo, se enfatiza en que el estudiante adquiera conocimiento disciplinar que le permita trascender su vida diaria para comprender y participar en el mundo de formas más activas. Parte de este desarrollo se centra el dominio de metaconceptos geográficos, los cuales son conceptos estructurantes de la Geografía. El presente artículo tiene como propósito presentar cómo, bajo este marco teórico del conocimiento geográfico poderoso, los docentes pueden interpretar metaconceptos como el de interconexión y utilizarlos en el desarrollo de sus actividades pedagógicas. Se presenta un ejemplo asociado a un tema geográfico del plan de estudios de Estudios Sociales costarricense, identificando cómo es que el concepto de interconexión puede ser analizado para el desarrollo de prácticas de clase que conlleven a aplicar una nueva perspectiva sobre la educación geográfica.
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