This seems to be an obvious issue, but it is made invisible within the logic of linear processes, which also implies the belief that one can manage, measure, and intervene in the reality of the classroom as if masterminds were able to foresee the future and accommodate it to the curricular programming’ needs.
Si bien esa es una cuestión obvia, se invisibiliza en la lógica de la linealidad de los procesos, que implica, además, la creencia de que se puede manejar, medir e intervenir la realidad del aula a partir de mentes maestras capaces de prever el futuro y acomodarlo a las necesidades de la programación.