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In this paper we attempt to analyze the negotiation of social roles between students and teachers in the new interactive contexts mediated by technological medium. The object of the analysis is a school group in the social network Facebook. From the theoretical framework of Systemic Functional Linguistics and Multimodal Theory, we attempted to account for the realization of interpersonal metafunction in this Facebook group; and, from the methodological apparatus of the ethnography of communication and conversation analysis, we describe the interactions to observe the roles played by participants in their discursive interactions and the resources they use. The study reveals that in a virtual space as Facebook, the traditional roles between teachers and students are reconfigured through resources that relieve the extent of imposition of participants over others and others that promote the care of the image of the partners; while it is enabling the development of trade relations and affection between subjects. The development of an educational virtual space in a social network facilitates communication between subjects and contributes to education in the classroom space, without jeopardizing the social images of teachers and students. [ABSTRACT FROM AUTHOR]

The main purpose of this paper is to share research results. These are about the reconstruction that students do on their previous school experiences and how they contrast them with the changes in their university life. The central problem was linked to the need to know the characteristics of young people who are in fact living at the stage of university. We have as a goal to show some of their psychosocial references in order to identify issues related to the experiences in this new step and their ways of action on the construction of their institutional place. The research was conducted in 2014. It is a mixed methodological approach, because we gave a questionnaire with closed and open questions, but also, we took individual and group interviews. The population consisted of students who were enrolled in their second year of Chemical and Veterinary Sciences at the Catholic University of Córdoba. [ABSTRACT FROM AUTHOR]

This paper analyzes how children and teenagers whom we call "reluctant students" are often, anything but reluctant to learn some things. They show all kinds of signs of imaginative participation- but their participation seems unable to connect with the school syllabus. We could wonder: How could we manage to have a curriculum so imaginative and attractive as the world that is exposed to the students? A new answer for some or a lot of those students could come from Lev Vygotsky's research (1962, 1997). His notion of "cognitive tools" gives us a way to explore how we could capture and involve those students' imagination to make them see that, what is really wonderful and engaging in the syllabus, could be learnt by anyone and could be turned into a cognitive tool. In this paper we shall see how the cognitive tools to make up stories, the binary opposites and the images generated through words, could be used in a new way. Each of them was at one point, a considerable important cultural invention, and each of them turns now, into a potential cognitive tool to increase our ability to think, communicate and understand. [ABSTRACT FROM AUTHOR]

Doing research implies an intention to deepen our knowledge of the world we are immersed in and a better understanding of our reality, which also worries us, and is able to set the basis for a more adequate intervention as to the circumstances and aspirations which guide us. But the way to knowledge is not free from obstacles, many of which appear to our conscience, at first sight, as an aid. This research paper intends, from a non-canonical point of view, to show some of the difficulties we have to confront when we start doing research work. To consider the task of doing research is an unavoidable commitment for all those researchers who have the responsibility of training professionals in education that contribute to foster a genuine inclusion of their students, based on a critical acquisition of socially validated knowledge. [ABSTRACT FROM AUTHOR]

This article is the result of a research about the life and work of the French educator Philippe Meirieu and it tries to show some discourse aspects of pedagogy in France and its relationship with the sciences of education. Pudgy is not the science of education as it appears in other conceptual regions or pedagogic traditions (German or English). Science of education in France appears institutionalized in 1967 and since that date pedagogy inhabits in its bosom as a concept rather than as a disciplinary space. With the aim of understanding the complex discourse of pedagogy we have consulted magazines, books, papers and some doctoral theses in science of education. Among the most important magazines in our field of reference we can mention The French Magazine of Pedagogy (Revue Francaise de Pédagogie), Magazine of Science of Education for the New Era (Revue de Sciencies de l'Education Pour la Nouvelle Era), the Pedagogy Notebooks (Cahiers de Pédagogie), the Magazine Knowledge's (Revue Savoirs). These magazines appeared on the French university stage some years after the birth of the science of education. As Pedagogy appears as a given concept, it seems that this question is neither the spring nor the interest of the theorists or practicals or experts; it has each day less place in the science of education debates. [ABSTRACT FROM AUTHOR]

How does the control process of school population occur? In this paper two complementary answers are presented: to change organization structures and to widen the organization processes. Regarding school structures, responsible people from the government take three kinds of decisions: to define standards of structural procedures at schools; to create good routines of school work and to build collective subjectivity in students. On the other hand, the strategy of organization processes and the education polices tend to promote inclusive cultures in each school center. Both political strategies of school behaviour control, try to identify each person and teacher with the institution. The consequence is exclusion of those who do not adapt to the requirements of school practices. [ABSTRACT FROM AUTHOR]

This papers inform on investigations advances in the comprehension of school dynamics, it's dramatics nucleus and the organization that is putting to work due to social situations in critical conditions, through on analysis comparing cases between different schools that belong at the same geographic area. [ABSTRACT FROM AUTHOR]