Didáctica y organización escolar en la transición democrática española

Abstract

In the traditional scientific literature, regulations and even colloquial language, it is common to differentiate between curriculum and school organisation. This claim to uniqueness, which is only useful for highlighting the prominence of one of these concepts in a certain sequence of actions, has been proven to be artificial in the face of the need to extract each area compared with its peer. Curricula would not possible without an organizational format that provides structural support within the institutional order and the opposite is even more absurd: designing curricula without reference to content, its design stages and rules, etc. In academic terms, the curriculum can be said to determine the organisation by selecting the conditions for the course, while in turn, organisation determines the curriculum, in the form of limiting its possibilities. Obviously, when a curriculum is constrained or, if one prefers, subjected to organisational formats or guidelines, it stops being «an» indeterminate curriculum and becomes «the» determinant curriculum, precisely because of these organisational forms; to the contrary, when an organisation needs to consider what will be, by considering its legal format, it no longer serves the discourse on organisation, because it is «the» school organisation, determined by «that» curriculum and not by another that may be gestating within it. In this regard, the important thing is to prevent any organisational issue from having effects on the curriculum; curriculum changes can be considered by removing them from their material conditions of implementation.