The document discusses the evolution and significance of curriculum in agricultural education, emphasizing the need for reform in response to social needs rather than global trends. It outlines a comprehensive curricular model for the Universidad Autónoma Chapingo, which integrates interdisciplinary and practical approaches to agronomy while addressing societal and environmental challenges. The proposal includes various training blocks, adaptability to real-world issues, and collaboration with other institutions to enhance the educational offer in agriculture.

1. José Antonio Anaya Roa
Alejandra Romahn de la Vega
Universidad Autónoma Chapingo
The Curriculum in an Agricultural University:
Time to Change
CURRICULUM ORIGENCURRICULUM ORIGENCURRICULUM ORIGENCURRICULUM ORIGEN

2. CHARACTERISTIC OF
HUMAN SOCIETY
The ability to make, have and transmit
CULTURE

3. Human behavior responds to
CULTURAL and HISTORICAL
influences based on the wishes and
expectations of the community where
they live
"

4. CULTUR
E
All human activity that
modifies nature and persists
in time as an expression of
the traditional life of a people
SOCIET
Y
CIVILIZATI
ON

6. «cultural identity»«cultural identity»
Related to each civilizationRelated to each civilization..
CULTURAL HERITAGECULTURAL HERITAGE

7. EGYPTEGYPT
^HOUSE OF INSTRUCTION^^HOUSE OF INSTRUCTION^
EGYPTEGYPT
^HOUSE OF INSTRUCTION^^HOUSE OF INSTRUCTION^
TEMPLESTEMPLES
MAYAMAYA
TEMPLESTEMPLES
MAYAMAYA
EDUBBUBAEDUBBUBA
““HOUSE OF THEHOUSE OF THE
TABLET”TABLET”
(3700 B.C.)(3700 B.C.)
EDUBBUBAEDUBBUBA
““HOUSE OF THEHOUSE OF THE
TABLET”TABLET”
(3700 B.C.)(3700 B.C.)
CALMECACCALMECAC
Sons of NoblesSons of Nobles
CALMECACCALMECAC
Sons of NoblesSons of Nobles
CURRICULUM ORIGENCURRICULUM ORIGENCURRICULUM ORIGENCURRICULUM ORIGEN
Repositories of the cultural heritage and spaces for preservation, recreation
and elitism of transference of knowledge of trades of high society
Nobility: Priests, rulers, judges. Elite Warriors and Masters:
They were trained in religion, reading, writing, mathematics, astronomy, history,
science, meditation, economics, government, discipline and moral values
ZIGURAT: SUMER
(Temples as «Wisdom Houses»)(Temples as «Wisdom Houses»)

8. CURRICULUM ORIGENCURRICULUM ORIGEN
Aims and intentions
CURRICULUM ORIGENCURRICULUM ORIGEN
Aims and intentions
TELPOCHCALLITELPOCHCALLI
Common PeopleCommon People
TELPOCHCALLITELPOCHCALLI
Common PeopleCommon People
 Maintain supremacy and superior caste authority
and the submission of lower castes
 Regulate behavior through instruction: Warriors,
farmers, artisans ...,
 The school in Sumer was not created to educate.
The school was born for the wealthy class while the
majority of the population remained illiterate.

9.  The SCHOOL was born in Sumer [3700 B-C] as
«PLACE WHERE YOU WERE TRAINED IN WRITING AND
NUMERICAL REGISTRATION»
 The cuneiform script was the first encoded
information.
 It was adopted by akkadian as a semitic languageIt was adopted by akkadian as a semitic language
 The benefits of writing favored the business of the
king, priest, officials, the rich and merchants.
SCRIBESCRIBE
[DUB-SAR] Sumerian [TUPSRRUM] Akkadian[DUB-SAR] Sumerian [TUPSRRUM] Akkadian
"one who writes on a tablet""one who writes on a tablet"
The administrative and political needs of the StateThe administrative and political needs of the State
required to form scribesrequired to form scribes
The profession of scribe spread to Asia Minor,The profession of scribe spread to Asia Minor,
Syria, Persia and the Egyptian empireSyria, Persia and the Egyptian empire

10. THE SCHOOL: SUMERIAN LEGACY FOR HUMANITY
The bases of the school system at professional levels:
a) Basic level for the training of SCRIBES:
b) Higher levels in various professional fields [University
Palatina]
Pedagogy: Methodology and learning techniques.
Curricular design based on social needs:
Aspects that are now required to validate a curriculum:
Systematization of contents oriented towards the solution
of problems; Close link between edubbuba and society.

11. The family educates
The school only instructs
Training is achieved when the instruction is internalized
and the abilities of the student are developed through
education.
Refers to behaviors transmitted
through exemplification of
every day experiences.
Education starts in childhood
and ends with death
EDUCATION

12. EDUCATION
 Not owned by the school or university; It belong to humankind.
 Refers to intangible [human] values
 Reflects social behavior {Ethical] habits, customs, attitudes, etc.
 Helps to be useful in a society
 Promotes interpersonal relationships

13. THE PATH OF CURRENT EDUCATIONAL PROCESSES
HUMAN IS TRUE IRRELEVANT.
 The current curriculum does not emerge from social needs but from
globalized trends.
 The State allows private sector participation into public education
THE MARKETING OF EUCATION
A BIG BUSINESS!
Businessmen-educators getting a profit out of education

14. Essential principles for all vocational training:
Human formation
Principles and Tools of Basic Science
Essential agronomic culture promoting artistic, human, social
and scientific development in Agriculture
CURRICULAR MODEL UACH
COMPULSIVE
(disciplinar or
especialized)
HIGH FLEXIBILITY
(BROAD spectrum,
integral)
The work is conceived as a permanent and participatory process of
reviewing and updating curricula, based on a curricular model organized
by training centers, which would allow to broaden the educational offer
while facilitating the administration of current academic programs and the
importance in their contents.

15. 1. Organized in conceptual training centers :
 Set of curricular elements that characterize the student of the UACh
in his different stages of his professional formation until his
retirement.
 The curricular elements must concur inter, trans and multi
disciplinary as a principle of unity of agronomic knowledge beyond
the disciplines separately
 The backbone of the curriculum will be agronomy as a social activity
and eminently practical to avoid the theoretical reproduction of
agronomic knowledge
 Based on epistemological foundations, the knowledge acquired will
be systematized and integrated into the processes related to the field
of agronomy for evaluation.
CURRICULAR MODEL UACH

16. VERTICAL CURRICULUM MODEL UACH

17. 2. Agronomic Essential Block: Mandatory subjects for agronomic training. They
decrease with the exit profile.
a) Activities typical of traditional agriculture, essentially practical and in a
socio-cultural context (Contemporary sociology, Vigotskiy)
b) Interdisciplinary theoretical-practical activities in agricultural production
systems, structured in the agroecosystem with a focus on national food
supply and sovereignty.
1. Basic Block: Obligatory subjects for the exercise of any university profession.
They decrease with the exit profile.
a) Integrate disciplinary fields of Formal Sciences, Natural Factual Sciences,
Human Factual Sciences.
b) Basic contents with focus and application to the agronomic sciences that
are supports of the Agronomic Sciences
4. Bloque Optativas:
a) Asignaturas de elección libre por el alumno como parte fundamental del
proceso docente-educativo que da versatilidad en su formación integral:
científica-técnica, cultural, artística, político-institucional, etcétera.
b) Toda materia que se imparta en la Universidad podrá ser considerada
como obligatoria, electiva u optativa de acuerdo al plan de estudio de la
carrera y la seriación correspondiente.

18. 3. Specialization Block (Electives): Matters concerning the different fields and
areas of professional activity in the agricultural sciences. They increase with
the egress profile as components of HIGH FLEXIBILITY.
4. They are career subjects for a disciplinary (current) or comprehensive (broad
spectrum holistic) graduation profile according to the professional field of
preference of the student.
5. The student chooses an egress modality by attending elective subjects based on a
serial subjects in a given course curricular line
6. Inclusive (transdisciplinary and holistic) curricular components are included in
REGIONAL CENTERS (*) concerning real problems of the labor field.
7. They may include subjects offered by other universities, based on the
corresponding interinstitutional collaboration regulations.
8. Since it enables:
Establish biannual curricular modules corresponding to the spheres
and fields of professional activity in your region, in the last years of
the courses offered in the UACH

19. MODELS ESTABLISHED BY LAW
Decree of creation UACh by the
Congress of the Union in 1974
Educational:
Ascribing young
people from the rural
and rural areas to
form them as integral
agricultural
professionals to
attend to the
problems in the
agricultural and
national forest
environment.
Social :
Sustained in attending to the multiplicity of
factors inherent to the problems of Mexican
agriculture and promoting social change,
raising the economic and cultural level of the
rural environment for the independent
development of the country
Academics
Agricultural
university focused
on the study of rural
and peasant
problems to solve
through teaching,
research, social
service Academic Structure
Divisional Matrix Organization with highly
flexible interdisciplinary programs that
allow the selection of subjects from
different careers for a comprehensive and
comprehensive understanding of the
profession related to the fields and spheres
of the national agricultural and forestry
sector

20. AGRONOMY:
Applied Science in any of its modalities
AGRONOMIC SCIENCES
NATURAL FACTUAL
SCIENCES
HUMAN FACTUAL
SCIENCES
FACTUAL SCIENCES

21. MATRICIAL ACADEMIC ORGANIZATION
UACh
AGRONOMIC SCIENCES
DIVISION
DIVISION
MATHEMATICS
AND
NATURAL
SCIENCES
DIVISION
HUMAN
SCIENCES