LEARNING MATRICES AS A TOOL FOR CURRICULAR TRANSFORMATION IN BASIC AND SECONDARY EDUCATION
DOI:
https://doi.org/10.56219/trascendere.v1i7.5380Keywords:
curricular transformation, curricular architecture, competencies, learning matrices, learning progressionsAbstract
This study analyzes Learning Matrices as a tool for curricular transformation in basic and secondary education at Institución Educativa San Agustín. The research is situated within the epistemological debate on the organization of school knowledge and examines how an institutional device intervenes in curricular architecture. From a qualitative approach and using a descriptive–interpretative case study design, a documentary analysis was conducted on institutional matrices, curricular grids, and planning documents. The analytical procedure aimed to unveil the epistemological foundations of curricular reorganization, interpret the articulating role of the instrument across macro, meso, and micro-curricular levels, and describe its internal conceptual structure. The findings show that the matrices configure a curricular architecture organized around competencies, components, statements, and evidence aligned with performance levels, enabling structured learning progressions and the integration of planning and assessment. The study concludes that the identified curricular transformation is expressed through a conceptual reorganization of the institutional curriculum, mediated by a device that articulates national frameworks and internal structures, strengthening coherence across curricular levels.
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