Bendroji ugdymo programa kaip kultūra, semiotinė sistema ir komunikacijos medija
Curriculumas Culture, Semiotic System and Communication Media

Summary/Abstract: Subject to the communication paradigm, the article focuses on the curriculum as an object of culture, semiotics and communication. The pervasive media culture is increasingly penetrating various areas which, at first sight, have nothing to do with the media. Application of mediology for the specific objects “lifts” them to the level of culture and society. Subject to its importance in the society and the role in the historical and political transformations, curriculum can be attributed to the phenomenon of culture. This was the concept of the curriculum during the restoration of independence of Lithuania (in 1990). Later, the role of curriculum became less important and simply turned into a standard document that had to be executed uncritically. However, the relation between the teacher and the curriculum is rather complicated. The text of curriculum can be interpreted as a semiotic system of symbols. The content of curriculum, provided concepts, definitions and statements can be interpreted in various educational contexts and discourses. Curriculum – same as the entire system of education – is a self organisational semiotic-synergetic system influenced by internal and external factors. In terms of communication, curriculum is a mediator – a medium – between all participants of the education process. In the education process, cognitive, spiritual and activity objects acquire certain meanings and scopes through the communication relation to the curriculum content (symbols).

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