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El trabajo presenta las claves para entender el Proyecto Universidad Popular, iniciado en España en 1901. Tras analizar brevemente su pasado, se explica su presente a través de la educación de adultos como filosofía de fondo, y se hace ver que en la actualidad no deja de estar vigente en nuestra sociedad. La principal nota característica de este proyecto es su organización en red, no solo a nivel nacional, sino que sus relaciones con otras universidades populares, sobre todo de Suramérica, constituyen su principal fuente de trabajo. A pesar de sus más de cien años de existencia en Europa y Suramérica, en la actualidad el proyecto es toda una institución de educación de adultos, por su peculiar oferta formativa, totalmente adaptada a las necesidades de sus alumnos.Este trabalho apresenta a clave para compreender o Projeto Universidade Popular, que começou em Espanha em 1901. Depois analisar seu passado, explica-se seu presente através da educação de adultos como filosofia de fundo, e descobre-se que na atualidade é em vigor na nossa sociedade. A característica principal deste projeto é sua organização em rede nacional. Suas relações com outras universidades populares, especialmente da América do Sul, são sua fonte de trabalho fundamental. No entanto sua antigüidade de mais de cem anos em Europa e América do Sul, na atualidade o projeto é uma instituição de educação de adultos por sua particular forma de oferta de formação, adaptada as necessidades dos alunos.This study outlines the aspects that are crucial to understanding the Popular University Project begun in Spain in 1901. After a brief historical analysis, its present situation is explained against the backdrop of adult education as an in-depth philosophy, and the project is shown to be valid even today, in our society. The primary feature of the project is its organization in the form of a network, not only nationwide, but in terms of its relationship with other popular universities, particularly those in South America, which constitute its main source of work. Although it was established more than one hundred years ago in Europe and South America, the project continues to be an institution for adult education that offers an unusual form of training adapted entirely to the needs of its students.

En correspondencia con los enormes cambios paradigmáticos operados en la enseñanza de las ciencias, ha surgido la necesidad de actualizar los distintos diseños curriculares y su abordaje en las estrategias de aprendizaje. En el empeño de lograr esa actualización, debemos tener presente que ella ha de abarcar tanto el sistema de conocimientos, las aplicaciones prácticas y el uso de nuevas tecnologías educativas, hacia la cual usualmente se dirige el interés principal, como también las características del propio proceso enseñanza-aprendizaje, cuestión a la que se ha dedicado menor atención. El propósito de este estudio fue diseñar elementos estratégicos para intervenir los procesos de aula con características andragógicas, usando como recurso tecnológico principal el video. La población estuvo compuesta por el total de 90 cursantes de la asignatura de Matemática I (tres secciones), y conformaron la muestra 30 participantes. Se aplicó la técnica de la observación directa, filmando y registrando los aspectos relevantes. Una vez analizados los resultados, se obtuvo un alto porcentaje de disposición al trabajo colaborativo, así como uno medio en los dominios de contenidos, pero fue bastante bajo con relación al manejo del lenguaje formal. Entre otras conclusiones, se determinó que el uso del video en el aula es de gran valor como herramienta educativa.As a result of the paradigmatic changes that have taken place in the teaching of sciences, it has been necessary to update the various curricular designs and the way they are approached in teaching strategies. In trying to achieve such updating, it must be kept in mind that it has to include both issues of main concern -namely the knowledge system, the practical applications and the use of new educational technologies- and also the characteristics of the teaching-learning process itself, which has not been give equal attention. The aim of this study was to design strategic elements to intervene the classroom processes by including andragogic characteristics, using videos as a technological resource. The population was composed of a total of 90 students of Mathematics I (three sections) and the sample consisted of 30 participants. Direct observation was used, and the relevant aspects were filmed and recorded. The analysis results yielded a high percentage of collaborative work as well as an average one in the mastery of contents; however, the percentage related to the use of formal language was low. It was concluded, among other things, that the use of video in the classroom has a high value as an educational tool.

This study outlines the aspects that are crucial to understanding the Popular University Project begun in Spain in 1901. After a brief historical analysis, its present situation is explained against the backdrop of adult education as an in-depth philosophy, and the project is shown to be valid even today, in our society. The primary feature of the project is its organization in the form of a network, not only nationwide, but in terms of its relationship with other popular universities, particularly those in South America, which constitute its main source of work. Although it was established more than one hundred years ago in Europe and South America, the project continues to be an institution for adult education that offers an unusual form of training adapted entirely to the needs of its students. [ABSTRACT FROM AUTHOR]

As a result of the paradigmatic changes that have taken place in the teaching of sciences, it has been necessary to update the various curricular designs and the way they are approached in teaching strategies. In trying to achieve such updating, it must be kept in mind that it has to include both issues of main concern -namely the knowledge system, the practical applications and the use of new educational technologies- and also the characteristics of the teaching-learning process itself, which has not been give equal attention. The aim of this study was to design strategic elements to intervene the classroom processes by including andragogic characteristics, using videos as a technological resource. The population was composed of a total of 90 students of Mathematics I (three sections) and the sample consisted of 30 participants. Direct observation was used, and the relevant aspects were filmed and recorded. The analysis results yielded a high percentage of collaborative work as well as an average one in the mastery of contents; however, the percentage related to the use of formal language was low. It was concluded, among other things, that the use of video in the classroom has a high value as an educational tool. [ABSTRACT FROM AUTHOR]