5. Curricular reform in the LUZ's sociology school: teacher's perspective

Abstract

The present article reports the results of a research work aiming to evaluate the curricular reform applied in the School of Sociology of Zulia University since the first academic period of 2008, from the teachers’ perspective. The study relies on the postulates of Inciarte and Canquíz (2001) related to the parameters for the accomplishment of curricular evaluations. The research was of evaluative type, with support in methodological qualitative procedures, considering the totality of the educational personnel of the aforementioned school, which includes twenty-eight subjects, to whom there was applied a questionnaire that valued the consistency, coherence, relevancy, curricular frondage and iteration of the new curricular plan. The results indicated that according to the perspective of the professorship, the new plan of study is adapted in terms of professional profile in the one that bases, and in the distribution of the subjects that shape it. It was recommended to perform similar studies that consider the students' opinion, graduated and the labor market.