EL CURRÍCULO DE LA COMPETENCIA CIENTÍFICA EN PERÚ Y PORTUGAL.

Scientific knowledge is a fundamental resource for the functioning of societies. The apprehension of such knowledge represents an educational challenge. In this context, the competence approach is a training perspective promoted by the OECD. Suitably, scientific competence, understood as the ability to use scientific knowledge in various situations of life, curricularly a challenge in its construction. Its design involves multiple considerations that it is necessary to explain in balance with other realities. In that sense, the curricular analysis provides processes that facilitate the recognition of their design features. This study comparatively reviewed the contents of the components declared in the curricula of Peru and Portugal. The results show, in the case of the capabilities that Portugal widely priority scientific explanation; while Peru emphasis on identifying scientific issues. Regarding the conceptual domain, Portugal affects physical systems and earth and space, while in Peru, technology is enhanced. Regarding attitudes, they differ slightly between the two countries. Specifically, differences explain the educational interests by such competition, and the emphasis assigned, according to the provisions of PISA. [ABSTRACT FROM AUTHOR]