INTENSIVE CURRICULUM AT THE UNIVERSITY

Abstract

The university adopts extensive curriculum, having as main procedure the instruccionism of classes that transmit previewed contents at each semester. This transmission is made in a horizontal manner, that is, without verticalized deepness, since the mastering of contents is the rule. Students don’t reach the chance of studying, researching, elaborating, because they waste their time, first, attending (hearing) classes, and, second, reproducing what was transmitted to them in classes. Theories more actualized of learning are ignored, although they indicate the necessity of activities as research and elaboration, texts production, argumenting and counter-argumenting, preferring the argument authority to the authority argument. Human being learns if he reconstructs knowledge, never only transmitting, reproducing. This claim finds today basis on the biology of the brain, which, on the contrary of computer, doesn’t reproduce, but reconstructs knowledge. Intensive curriculum suggests that it is quite more important to work a smaller volume of contents, since we improve their verticalization or deepening, through activities that express authentic learning. It is not sufficient to work contents. It is not less important to know how to think.