<?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>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</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>S2007-28722016000200118</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Incorporando la perspectiva controversial en el currículum disciplinario]]></article-title>
<article-title xml:lang="en"><![CDATA[Incorporation of the controversial perspective in the disciplinary curriculum]]></article-title>
<article-title xml:lang="pt"><![CDATA[Incorporando a perspectiva de controvérsia no currículo disciplinar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magendzo]]></surname>
<given-names><![CDATA[Abraham]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Academia de Humanismo Cristiano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<volume>7</volume>
<numero>19</numero>
<fpage>118</fpage>
<lpage>130</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722016000200118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722016000200118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722016000200118&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es una invitación a incursionar en una postura curricular controversial que, fundamentada en la teoría curricular crítica, se distancia de las concepciones tecnicistas e instrumentales que aún están vigentes en los diseños curriculares. En este sentido, se trata de transitar desde un currículum de verdades homogenizantes, alejado de los intereses de los estudiantes, reproductor de las inequidades sociales y culturales, hacia uno que desafía a los estudiantes a cuestionar el conocimiento y que propende a formar sujetos críticos y dialogantes. Con el fin de alcanzar este objetivo se exhorta a los docentes a incorporar en el contenido curricular de sus disciplinas temas controversiales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is an invitation to venture into a controversial curricular posture, based upon critical curricular theory, drifting apart from prevailing technicalities and instrumental conceptions in curricular designs. In this regard, the purpose is to transit from a curriculum of homogenizing truths, distant from students&#8217; interests, one that reproduces social and cultural inequalities, towards another that will challenge students to question knowledge and aims to build critical and debating individuals. Teachers are exhorted to incorporate controversial topics in their curricular content in order to meet this goal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo é um convite para incursionar em uma postura curricular controversa que, fundamentada na teoria curricular crítica, se afasta das conceições tecnicistas e instrumentais ainda vigentes nos projetos curriculares. Nesse sentido, trata-se de transitar desde um currículo de verdades homogeneizantes, afastado dos interesses dos estudantes, reprodutor das inequidades sociais e culturais, para outro que desafia os estudantes a questionarem o conhecimento e que propende a formar sujeitos críticos e dialogantes. Visando atingir esse objetivo, os docentes são exortados a incorporarem temas de controvérsia no conteúdo curricular das suas disciplinas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[currículum]]></kwd>
<kwd lng="es"><![CDATA[controversia]]></kwd>
<kwd lng="es"><![CDATA[contenidos curriculares]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[controversy]]></kwd>
<kwd lng="en"><![CDATA[contents curricular]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="pt"><![CDATA[curriculum]]></kwd>
<kwd lng="pt"><![CDATA[controvérsia]]></kwd>
<kwd lng="pt"><![CDATA[conteúdos curriculares]]></kwd>
<kwd lng="pt"><![CDATA[docentes]]></kwd>
</kwd-group>
</article-meta>
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