Estudio comparativo de los elementos curriculares del sílabo en las universidades de España, Portugal y Ecuador

Résumé

The syllabus is a curricular planning instrument based on the pedagogical approach assumed by the university is designed by the teachers who teach the subject, through which, they are organized, organize, hierarchize the contents, actions, which are necessary to develop academic and work competencies in higher level students. The curriculum or syllabus is the answer to the needs and problems that society demands, so it is necessary to consider the graduation profile, and lines of research. This work tool of both the student and the teacher therefore must be flexible and open. The study consists of determining the structure of the curriculum, its semantic relations and the sequencing of the elements through the documentary analysis of the syllables of some universities in Spain that belong to the RanKing of Shanghai in 2017 and Portugal, Ecuador was selected from the ranking of world-regional universities 2018 -University Rankings of Latin America. The common curricular components and their hierarchy were analyzed qualitatively. It was verified if they complied with the 43 indicators of the purposes of the syllabus according to Parkes and Harris: as a contract between the teacher and the student, a permanent record and a learning tool. The instruments that were used: a checklist with indicators, comparison schemes and an analytic - panoramic flow chart. Among the main findings: We identified 16 common components and other new elements of the curriculum, the sequencing of the components is varied. Some universities conceive the syllabus as an information registration document, no evaluation, attendance and work policies are evident. Few universities consider the plan as a learning tool; in some syllables the planning of agendas, competences, chronogram and innovative experiences was evidenced.