Abstract
In this paper, we present what we name as the discourse of scientism in Chilean curriculum policy from 2003 to 2013. Our research focus is on the ECBI program - Enseñanza de las Ciências Basada en la Indagación - developed by researchers of the Medical Faculty of University of Chile, the Academy of Sciences and the Ministry of Education. We argue that the discourse of scientism is produced by the interaction of different demands on the quality of science teaching and education, which generates actions in an attempt to connect disciplinary experts, as makers of a pedagogy, the curriculum in schools and teacher training. We find, there is a contrast between a pedagogy regarded as unable to include science, with a pedagogy supposed to be more effective, because it is based on science and inquiry.
Keywords:
Curriculum policy; Discourse; ECBI; Quality of education; Scientism