The latin american method: curriculum design and curriculum implementation in philosophy, theology and religious education in basic and higher education in Lima, Peru

Abstract

The aim of this research was to analyze the curriculum design and implementation of the Latin American method from the perspective of students and teachers in higher and basic education in Lima, to highlight its contributions, characteristics, the role of students and teachers, and its implementation. To this end, a solid theoretical framework was developed from critical philosophy, socio-critical curriculum theory and liberation theology. The approach was qualitative, using the action research method, the focus group technique, and the interview. The informants consisted of 16 students, two teachers of higher and basic education respectively. The information was processed inductively.  The results report that the Latin American method is an active, innovative, personalized, attractive, dynamic, flexible, and transformative methodology that promotes lasting, contextualized, profound and authentic learning. It incorporates the resources of the environment and life experiences, allows the active participation of students and is a counterpart to empty narration and artificial memorization of petrified content. The findings indicate that the Latin American method promotes meaningful, challenging, and interconnected learning where teachers are directors, orchestrators, designers, academic gurus, transformative practitioners, and guides; while students are protagonists, essential foci, main characters, supporters, researchers, and masters of learning.