<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982018000200156</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tensiones productivas del currículo. Dialéctica virtuosa de la educación]]></article-title>
<article-title xml:lang="en"><![CDATA[Productive curricular tensions. Virtuous dialectic of Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gil]]></surname>
<given-names><![CDATA[José María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Consejo Nacional de Investigaciones Científicas y Técnicas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>40</volume>
<numero>160</numero>
<fpage>156</fpage>
<lpage>173</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982018000200156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982018000200156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982018000200156&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este texto se propone un análisis filosófico de siete antinomias que subyacen al diseño curricular. Se busca explicar, a menudo con ejemplos de la enseñanza en Argentina, que estas siete antinomias son parte de la tensión general que hay entre las necesidades de la comunidad y las aspiraciones personales, es decir, de la tensión entre el bien común y la libertad individual. El análisis filosófico de este trabajo también intenta mostrar que las tensiones del currículo no entrañan un conflicto irreconciliable de intereses o valores, sino que, por el contrario, dichas tensiones generan una &#8220;dialéctica virtuosa&#8221;. En efecto, los fenómenos o ideales en tensión ayudan a encontrar puntos de equilibrio parar afrontar lo que el autor Rudolf Carnap consideraba uno de los desafíos más urgentes de las sociedades libres y democráticas: reconciliar la libertad individual con una organización eficiente del Estado y la economía.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text suggests a philosophical analysis of seven paradoxes underlying curricular design. It seeks to explain-often using examples from teaching in Argentina-that these seven paradoxes form part of the overall tension between the needs of the community and personal aspirations, in other words between the common good and individual freedom. The philosophical analysis of this study also attempts to prove that curricular tensions do not imply an irreconcilable conflict of interests and values, but, on the contrary, create a &#8220;virtuous dialectic.&#8221; Indeed, the phenomena or ideals in tension help identify points of equilibrium in order to cope with what Rudolf Carnap considered one of the most pressing needs of free and democratic societies: to reconcile individual freedom with an efficient organization of the state and the economy.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Filosofía de la educación]]></kwd>
<kwd lng="es"><![CDATA[Diseño curricular]]></kwd>
<kwd lng="es"><![CDATA[Relación individuo sociedad]]></kwd>
<kwd lng="es"><![CDATA[Igualdad de oportunidades]]></kwd>
<kwd lng="es"><![CDATA[Libertad]]></kwd>
<kwd lng="es"><![CDATA[Proceso enseñanza aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of education]]></kwd>
<kwd lng="en"><![CDATA[Curricular design]]></kwd>
<kwd lng="en"><![CDATA[Relationship between society and the individual]]></kwd>
<kwd lng="en"><![CDATA[Equality of opportunity]]></kwd>
<kwd lng="en"><![CDATA[Freedom]]></kwd>
<kwd lng="en"><![CDATA[Teaching-learning process]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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