Search

This paper will develop what is understood by the right to education and how it is specifically regulated in the contexts of confinement, taking into account how the educational stimulus regulated in article 140 of Law 24.660 operates and its importance in the process of social reintegration of inmates. A comparison will be made between what is sanctioned by the National Education Law and the international human rights instruments with constitutional hierarchy that support this right and what actually happens in the penitentiary system. Likewise, an analysis will be made of Argentine jurisprudence that recognizes the right to education of persons deprived of liberty and its importance for the system of progressiveness regulated by the law of penal execution. On the other hand, an analysis will be made of how, in practice, the reduction regulated by article 140 has lost its virtuality due to the introduction of a group of offenses that are not eligible for the liberatory institutes through Law 27.375. The main objective lies in the need to emphasize that education in prison contexts is essential for social reintegration and that the State has the obligation to guarantee this right. [ABSTRACT FROM AUTHOR]

This paper discusses the teaching practices and beliefs of university teachers in the city of Temuco in Chile. To that effect, twelve university teachers working with fourth and fifth-level students in a health degree were asked open-ended questions. Data analysis followed the principles of grounded theory (GT) methodology. Open coding was used for the analysis, which produced the category 'Teaching practices and beliefs' and four sub-categories: 1) educational planning, 2) teaching methodology, 3) an epistemological model of teaching, and 4) the micro-curriculum. The results of the study show that, as part of their teaching beliefs, teachers place value on practices that make it easier for students to participate and be active in class, but which are also inflexible and restricted by aspects such as planning and previously established programs. Consequently, they need to examine the basis of their beliefs and pedagogical knowledge more thoroughly to inject new meaning into their work in the classroom, thus improving education at this level. [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]

The purpose of this paper is to address an issue that has not yet been the subject of significant study: religious education in teacher training, in light of the 1979 Agreement on Education and Cultural Affairs. The wording of Article IV of the Agreement on Education and Cultural Affairs seems clear and the courts have endorsed a literal interpretation of the text. However, there are also interpretive criteria and resources that render this view less apparent: the authoritative interpretation made by government bodies; the relative weight of the subject in teacher training programs; and the academic practice of public universities in Spain. An overall assessment of the criteria discloses that implantation in practice may be poor because it fails to respect the object and ends of the Agreement as such. [ABSTRACT FROM AUTHOR]

With this paper we aim to deal with some important issues that are not clear in the education world regarding the characteristics, usage, and usefulness of multimedia. We offer to the professionals of Pedagogy and Psychology a synthesis of the different existing approaches to the concept of «multimedia» form last century until the present day. We study in depth its relationship with human nature and our multi-dimensional way of understanding the world and explaining it. This theoretical contextualisation will be useful to introduce the world of the didactic possibilities of multimedia, offering some global considerations about the criteria to follow in its design and marking-up, and its application in the classroom. [ABSTRACT FROM AUTHOR]