JOSÉ ARLÉS GÓMEZ ARÉVALO ,MARCELA ORDUZ QUIJANO,OSCAR LEONARDO ACERO ORDÓÑEZ,YONIER HERNÁNDEZ ECHAVARRÍA,HENRY LEONARDO AVENDAÑO DELGADO ,CECILIA GARZÓN DAZA ,ISABEL MENACHO VARGAS
DOI: https://doi.org/This article presents a critical bibliographic analysis of the evolution and redefinition of the curriculum within the framework of expansive education. It explores the contemporary challenges faced by curricular models in a highly interconnected world, emphasizing the need to transcend technical and fragmented approaches. Instead, it advocates for inclusive, critical, situated, global, and transdisciplinary perspectives. Drawing on recent academic literature, the study examines international and Latin American experiences that demonstrate how a dynamic, flexible, and socially committed curriculum can be developed—one that bridges local and global knowledge, and fosters the formation of ethical, creative citizens committed to social justice, sustainability, and diversity. Within this context, expansive education emerges as an integrative paradigm that redefines the meaning of learning and the student’s role as an active agent in the educational process.
