Carlos Manterola’s scientific contributions

The dominant curricular approach as well as the didactics taught in universities and used in schools are formed by the disciplinary perspective, contaminating other concepts such as quality, evaluation and formation. In this article we argue for the need to change and enrich the concepts of didactics, teaching and school, presenting as an alternative an "institutional didactics" that must progressively substitute "disciplinary didactics" centered on the contents and on the classroom. Each one of them is based on a culture and on work practice which we elaborate on. We justify the change in didactics in relation to two aspects: one which is practical and refers to the poor results from the school system in the country, and one theoretical which refers to development in the last thirty five years, both in the country and abroad, of research and educational experiences that focus on the improvement of the school, incorporating the concept of school as a unit and as a center of educational change. If we don’t change the school structures it will be impossible to improve the school and to better educate students.