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This paper has the objective of presenting a series of reflections on some of the conditions that make school experience possible, conceiving school as a matter of public interest that mediates the relationship between new generations and the world, and that is the product of centuries of cultural experiences. With this aim, it reviews three relevant texts: The Crisis in Education, by Hannah Arendt; Pedagogy: The Duty of Resisting, by Philippe Meirieu, and In Defence of the School. A Public Issue, by Maarten Simons y Jan Masschelein. The health emergency from the pandemics related to Covid-19 is an appropriate time to rethink some basic questions on what gives sense to this institution we call School. [ABSTRACT FROM AUTHOR]

This paper has the objective of presenting a series of reflections on some of the conditions that make school experience possible, conceiving school as a matter of public interest that mediates the relationship between new generations and the world, and that is the product of centuries of cultural experiences. With this aim, it reviews three relevant texts: The Crisis in Education, by Hannah Arendt; Pedagogy: The Duty of Resisting, by Philippe Meirieu, and In Defence of the School. A Public Issue, by Maarten Simons y Jan Masschelein. The health emergency from the pandemics related to Covid-19 is an appropriate time to rethink some basic questions on what gives sense to this institution we call School. [ABSTRACT FROM AUTHOR]

This paper reflects on the relation between discourse, knowledge and institutions, in the context of the teachings of the French philosopher Michel Foucault. The question about discourse leads Foucault to inquire about the relation between knowledge and power. The imbrication of knowledge and power that his analysis uncovers sets in motion a powerful and multiple production technology that extends with positive effects to all society and institutions. An example of this is the institution of school and in its particular rediscovery of disciplines. We briefly review the writings of humanists of the sixteenth and seventeenth centuries as examples of the positive effects of the idea of educating men and women in intellectual tasks through the study of school disciplines, indispensable to achieve critical thought, the core of the positive and productive effect of school learning. [ABSTRACT FROM AUTHOR]

Corrientes Pedagógicas Contemporáneas course is offered in the Foreign Languages program, School of Languages at University of Antioquia. This paper provides a didactic proposal for this course that constructed four activities from which the theoretical content of educational approaches was analyzed together with an additional research activity involving a qualitative strategy named documentary research. The students participating in the class project, 37 in total, provided additional information through a survey. The method of critical discourse analysis (Van Dijk, 2003) was applied to this survey showing the contributions obtained as a result of the didactic proposal development, with regard to the learning of content on educational approaches and professional training as teachers in a projective way. The results were classified into the following thematic lines: Assessing of educational knowledge, Encouraging of critical educational thinking, Getting new significance of their future teaching role, Assessing of the didactic proposal, Awareness of the limits in their educational knowledge, and integration of cognition with affection, one of the findings was the appreciation of teachers union by the students. [ABSTRACT FROM AUTHOR]

Historically, the bodies responsible for designing the curricula in our country have included the English discipline in them and have conceived graduate profiles covering elements that require knowing this language. They have invested in the training of teachers, the reproduction of materials, methods designed abroad by native English-speaking specialists, and some sound reproduction equipment in line with the economic resources of the country. More recently, various Cuban authors specialized in English language have been asked to design the basic materials used to teach the courses in the program. The efforts made over the years have yielded some results, although they could be qualitatively superior. This paper presents a reflection on some elements that still hamper the achievement of better results. [ABSTRACT FROM AUTHOR]

In this paper I argue that the future of psychological research on educational processes would benefit from an interdisciplinary approach that enables psychologists to locate their objects of study within the cultural, social, and historical contexts of their research. An examination of anthropological accounts of the characteristics of education in small, face-to-face, pre-industrial societies raises the question of why major challenges have confronted contemporary psycho-educational research that seeks to implement major, qualitative changes in modern educational practices by transforming them to have the properties of education in those same face-to-face societies. The paper concludes with a description of a multi-institutional, multi-disciplinary system of education that responds to these challenges while offering a model for educating psychology students in a multi-generational system of activities with potential widespread benefits. [ABSTRACT FROM AUTHOR]

Economic actions against Cuba since the 90's have had a negative impact on laboratory practicals in the Basic Sciences, leading to changes in the curriculum. This paper reviews the feasibility of rescuing and improving such activities related to the Physiology content inserted in the discipline of Morphophysiology. The objective was to identify the Physiology content to be taught in the practicals and define the means and innovations necessary to complete them. The practicals that can be carried out with the available means are presented and characterized. It is concluded that the exercises and topics covered in the practicals coincide with the Physiology content corresponding to Morphophysiology I, III, V and VI and that they can be carried out with the existing resources as well as other innovated by the authors. This way of proceeding saves resources by replacing media or reagents and leads to more effective learning, plus better preparation of teachers to meet the challenges posed by the curriculum D. [ABSTRACT FROM AUTHOR]

In this paper we are interested, in a general way, on statistics interpretations. For that, we focused our attention on a key concept in inferencial statistic: probability notion and its two intepretations: bayesian and frequentist. More preciselly, our subject for this study was to analyse the presence of these two interpretations on french textbooks used in 2007 year. For that, we build a set of dichotomical variables that we treat with Implicatif Statistics Analyse. The rules of parcial implications obtained allow us to identifie tendencies of presence of these two interpretations on problems and exercices of textbooks analyzed. [ABSTRACT FROM AUTHOR]

Decades ago, Daniel Jones stated that it is practically impossible to formulate generalizations regarding primary stress placement in English. In spite of its pessimistic nature, this view has been widely accepted. in this paper, we aim to review different theoretical approaches put forward to predict and provide an explanation to English stress behaviour. We shall focus on those specific aspects that may prove useful for the teaching of English as a foreign language. This overview comprises structuralist phonology, generative phonology in its different formulations, metrical and rhythmic theory and, finally, Optimality Theory. These provide support in favour of the claim that stating generalizations concerning English stress is more plausible than Jones suggested.. We conclude that while it is sensible to say that English primary stress is predictable in a majority of word, it is necessary to acknowledge that no approach can account for the stress patterning of all English words. [ABSTRACT FROM AUTHOR]

This paper presents the problems we have in a current society educated in the visual culture to teach Audio-visual Narrative in such a way that it takes a constant work of learning in the practical activity. Using this criterion, we begin studying the previous cultural parameters and continue with the practices, evaluation methods and feedback between pupils and teachers. [ABSTRACT FROM AUTHOR]

This article is focused on the analysis of the historical narrative taught to students during the last dictatorial government in Uruguay, through the official textbooks of National History for Primary School, between 1980-1984. Assuming that during the dictatorial period—within the framework of its foundational project—it was made a political use of the past, this paper explores the characteristics of such use and its relationship with the main features of the regime, through the study of five thematic units, related to different periods or issues of Uruguayan history. The pro-government speech on the past taught in classrooms shows then a combination of traditional historiographical trends with conceptual innovations based on the principles of the National Security Doctrine, a combination of little scientific rigour which clearly aimed at legitimating the regime and laying its foundations. [ABSTRACT FROM AUTHOR]

This paper analyzes applied anthropology from the experience of non academic work, by taking to the classroom teaching methods for thinking and developing applied projects. Using and conducting anthropological knowledge to real world problems and needs is the challenge of practicing anthropology, so is the responsibility to expose it from academic world to society. [ABSTRACT FROM AUTHOR]

This paper shortly describes the main characteristics of the Pequeños Científicos program in its different action dimensions. It describes the program objectives, the strategies used in it and the preliminary results that have been obtained. [ABSTRACT FROM AUTHOR]