Currículo integrado en la educación básica y secundaria en América Latina: una revisión sistemática
Introduction: Integrated curriculum is presented as a necessity for twenty-first-century education. Its development and study have been concentrated mainly in countries such as the United States, Canada, and Spain. In contrast, although it has been implemented in Latin America, gaps in systematizati...
Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | Digital |
| Lenguaje: | spa |
| Publicado: |
UNIVERSIDAD ANTONIO NARIÑO
2026
|
| Materias: | |
| Acceso en línea: | https://revistas.uan.edu.co/index.php/papeles/article/view/2382 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| _version_ | 1870381953765605376 |
|---|---|
| author | Garzón Tejada, Juan Fernando Pozuelos Estrada, Francisco José |
| author_facet | Garzón Tejada, Juan Fernando Pozuelos Estrada, Francisco José |
| author_sort | Garzón Tejada, Juan Fernando |
| collection | OJS |
| description | Introduction: Integrated curriculum is presented as a necessity for twenty-first-century education. Its development and study have been concentrated mainly in countries such as the United States, Canada, and Spain. In contrast, although it has been implemented in Latin America, gaps in systematization persist, motivating the need to examine its progress in the region. Methodology: A systematic review was conducted in accordance with the Prisma 2020 protocol. The Spider structure and synthesis variables were used to formulate the research question and define eligibility and exclusion criteria. Two thesauri (ERIC and Unesco Thesaurus) were used to conceptually standardize the terms. The documentary searches were carried out using the Scopus, SciELO, and Clacso databases. Results and discussion: The search without inclusion-exclusion criteria yielded 2,410 records. Through automated processes, 2,348 articles were excluded, resulting in a sample of 62 articles at the eligibility stage. Finally, 15 studies were analyzed and reviewed in depth. Five categories are shaping curriculum integration in Latin America. Conclusions: The systematic review indicates that curricular integration in Latin America is a process that is still under development. Its implementation favors meaningful learning, a supportive school environment, and constructive disciplinary dialogue. The need for a solid epistemological and pedagogical foundation, as well as institutional and political support for its advancement, is identified. Promoting an integrated curriculum involves transforming teaching practices, making the curriculum more flexible, and strengthening teacher education. |
| format | Digital |
| id | revistas.uan.edu.co-article-2382 |
| institution | Revista PAPELES |
| language | spa |
| publishDate | 2026 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | ojs |
| spelling | revistas.uan.edu.co-article-23822026-06-23T06:09:33Z Integrated curriculum in basic and secondary education in Latin America: A systematic review Currículo integrado en la educación básica y secundaria en América Latina: una revisión sistemática Garzón Tejada, Juan Fernando Pozuelos Estrada, Francisco José Currículo integrado currículo interdisciplinario integración curricular Integrated curriculum interdisciplinary curriculum integrated education Introduction: Integrated curriculum is presented as a necessity for twenty-first-century education. Its development and study have been concentrated mainly in countries such as the United States, Canada, and Spain. In contrast, although it has been implemented in Latin America, gaps in systematization persist, motivating the need to examine its progress in the region. Methodology: A systematic review was conducted in accordance with the Prisma 2020 protocol. The Spider structure and synthesis variables were used to formulate the research question and define eligibility and exclusion criteria. Two thesauri (ERIC and Unesco Thesaurus) were used to conceptually standardize the terms. The documentary searches were carried out using the Scopus, SciELO, and Clacso databases. Results and discussion: The search without inclusion-exclusion criteria yielded 2,410 records. Through automated processes, 2,348 articles were excluded, resulting in a sample of 62 articles at the eligibility stage. Finally, 15 studies were analyzed and reviewed in depth. Five categories are shaping curriculum integration in Latin America. Conclusions: The systematic review indicates that curricular integration in Latin America is a process that is still under development. Its implementation favors meaningful learning, a supportive school environment, and constructive disciplinary dialogue. The need for a solid epistemological and pedagogical foundation, as well as institutional and political support for its advancement, is identified. Promoting an integrated curriculum involves transforming teaching practices, making the curriculum more flexible, and strengthening teacher education. Introducción: el currículo integrado se plantea como una necesidad para la educación del siglo XXI. Su desarrollo y estudio se centra especialmente en países como Estados Unidos, Canadá y España. Por el contrario, en América Latina, aunque se viene implementando, existen vacíos de sistematización que motivan la necesidad de explorar su progreso en la región. Metodología: se realiza una revisión sistemática de acuerdo con el protocolo Prisma 2020 (Preferred Reporting Items for Systematic reviews and Meta-Analyses). La estructura Spider (Sample, Phenomenon of Interest, Design, Evaluation, Research type) y las variables de síntesis son utilizadas para la formulación de la pregunta de estudio y los criterios de elegibilidad y de exclusión. Se emplean dos tesauros (ERIC y Unesco Thesaurus) con el fin de normalizar conceptualmente los términos. Para las búsquedas documentales, se usan las bases de datos Scopus, SciELO y Clacso. Resultados y discusión: la búsqueda sin criterios de inclusión-exclusión arroja 2410 registros. A través de procesos de automatización, se excluyen 2348, que se filtran a 62 artículos en elegibilidad. Finalmente, 15 estudios son analizados y revisados en profundidad. Cinco categorías son emergentes en el análisis para los procesos de integración curricular en América Latina. Conclusiones: la revisión sistemática evidencia que el currículo integrado en América Latina es un proceso en construcción. En su implementación, se favorece el aprendizaje significativo, el ambiente escolar y el diálogo disciplinar. Se plantea la necesidad de una sólida fundamentación epistemológica y pedagógica, así como apoyo institucional y político para su desarrollo. Favorecer un currículo integrado implica transformar las prácticas docentes, flexibilizar el currículo y fortalecer la formación docente. UNIVERSIDAD ANTONIO NARIÑO 2026-06-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/2382 10.54104/papeles.v18n35.2382 Papeles; Vol. 18 No. 35 (2026): Volumen 18 issue 35 (january - july, 2026) Papeles; Vol. 18 Núm. 35 (2026): Volumen 18 número 35 (Enero - julio, 2026) Papeles; v. 18 n. 35 (2026): Volume 18, edição 35 (janeiro - julho, 2026) 2346-0911 0123-0670 10.54104/papeles.v18n35 spa https://revistas.uan.edu.co/index.php/papeles/article/view/2382/1840 Copyright (c) 2026 Juan Fernando Garzón Tejada, Francisco José Pozuelos Estrada https://creativecommons.org/licenses/by-nd/4.0 |
| spellingShingle | Currículo integrado currículo interdisciplinario integración curricular Integrated curriculum interdisciplinary curriculum integrated education Garzón Tejada, Juan Fernando Pozuelos Estrada, Francisco José Currículo integrado en la educación básica y secundaria en América Latina: una revisión sistemática |
| title | Currículo integrado en la educación básica y secundaria en América Latina: una revisión sistemática |
| title_alt | Integrated curriculum in basic and secondary education in Latin America: A systematic review |
| title_full | Currículo integrado en la educación básica y secundaria en América Latina: una revisión sistemática |
| title_fullStr | Currículo integrado en la educación básica y secundaria en América Latina: una revisión sistemática |
| title_full_unstemmed | Currículo integrado en la educación básica y secundaria en América Latina: una revisión sistemática |
| title_short | Currículo integrado en la educación básica y secundaria en América Latina: una revisión sistemática |
| title_sort | curriculo integrado en la educacion basica y secundaria en america latina una revision sistematica |
| topic | Currículo integrado currículo interdisciplinario integración curricular Integrated curriculum interdisciplinary curriculum integrated education |
| topic_facet | Currículo integrado currículo interdisciplinario integración curricular Integrated curriculum interdisciplinary curriculum integrated education |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/2382 |
| work_keys_str_mv | AT garzontejadajuanfernando integratedcurriculuminbasicandsecondaryeducationinlatinamericaasystematicreview AT pozuelosestradafranciscojose integratedcurriculuminbasicandsecondaryeducationinlatinamericaasystematicreview AT garzontejadajuanfernando curriculointegradoenlaeducacionbasicaysecundariaenamericalatinaunarevisionsistematica AT pozuelosestradafranciscojose curriculointegradoenlaeducacionbasicaysecundariaenamericalatinaunarevisionsistematica |
