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The first section of this paper focuses on the importance of negotiation processes related to research and evaluation. This importance is based on five issues: ethics in production processes, knowledge scope, rigorous inquiry, efficiency of development- oriented findings and strategy to maintain contexts in which research and participant learning can take place. The different phases of the negotiation process are also presented: initial, processing and reporting, the last one of special importance. The requirements, types, characteristics and operation processes of the reporting phase are discussed. The second section of this paper provides in the form of an example a specific case of negotiation from a qualitative investigation about immigrant familie's participation at school. Its different phases, demands and virtualities are discussed. The paper finished with some final considerations and references. [ABSTRACT FROM AUTHOR]

The discipline of art history has a specific subject in the last year of post-compulsory secondary education but not in the case of compulsory education, where it is taught in connection with the contents of history. This is important because for many students it will be the last time to study artistic contents in their period of compulsory education. Given the importance of arts education in the integral development of people, the aim of this paper is to determine the relevance and nature of the art history contents present in exams in ESO (compulsory secondary education), the different periods and artistic expressions assessed, and the cognitive skills required inthis kind of exams. We have analyzed the regional legislation of Murcia and different exam types (partial, final, etc.) for the Social Sciences subject, and Geography and History, in 1st, 2nd and 4th years of ESO. The results indicate that the exams do not give the relevance to the contents of art history that the legislation established for ESO, which were quite vague in the first place, focusing on conceptual elements and memory capacity. [ABSTRACT FROM AUTHOR]

With the goal of building a more detailed critique regarding the concept and practice of certain cultural categories in Colombia, this study intended to analyze legal, political, institutional and academic on Colombian public education. Culture has played a major role in the public arena of Colombia at the beginning of the century. As a means of development, promoting national culture became the aim to achieve progress. However, much remains to be done in Colombia to get a proper understanding of the approach and the role of culture as an essential element for development. The aim of this paper is to analyze the main views built in the last three decades (legal, political, institutional and academic), this analysis shows that not only have not been consistent but sometimes have been contradictory. [ABSTRACT FROM AUTHOR]