Νέο πρόγραμμα σπουδών στο Νηπιαγωγείο: ερμηνευτική προσέγγιση των στοιχείων της παιδαγωγικής του Κριτικού Γραμματισμού

Abstract

Critical literacy is related to the ability of an individual to use language to explore the environment critically, perform different social actions, and be aware of the social context by transmitting messages or showing interpretative resistance against standardized messages. This paper attempts to analyze, through an interpretive glance, the Language curriculum of the New School, in order to identify elements of critical literacy and the record modern methods proposed for helping students develop skills and metacognitive strategies with the purpose to enhance their critical awareness of the world and their active participation in the society. The method of Grounded Theory is employed for the critical review of the new curriculum and the identification and analysis of data included in the text, which are related to critical literacy. The analysis considers the five basic components of the curriculum: learning goals, content, methodology, activities and assessment and examines issues related to knowledge and strategies acquired by students, which will provide them with the skills to participate actively and effectively in communication and social practices.