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The aim of this paper is to substantiate the educational potential of sport in PE programs at school and to explore how critical sport pedagogy can contribute to these programs. To this end, the main ideas behind critical-emancipatory movements in Germany over the past 40 years are investigated and outlined. Due to the absence of a holistic approach, the focus of the current concept of educative PE in Germany is twofold: to educate toward sport and to educate through sport. In line with this concept, sport in society needs to be addressed without simply being adopted as a model. Following these core assumptions, this paper puts forward the thesis that sport has the potential to empower children to deal with their increasingly complex and contingent lifeworlds, which is important when facing future challenges such as social issues and, thus, provides pedagogical legitimization of PE as a school subject., El objetivo de este artículo es evidenciar el potencial educacional del deporte en programas de Educación Física en la escuela y explorar como la pedagogía crítica del deporte puede contribuir a estos programas. Para este fin, las principales ideas presupuestas en los movimientos crítico-emancipatórios de Alemania en las últimas cuatro décadas son investigadas y delineadas. Debido a la ausencia de un abordaje holístico, el propósito del actual concepto de Educación Física educativa en Alemania es duplo: educar para el deporte y educar a través del deporte. Según este concepto, el deporte en la sociedad necesita ser problematizado sin ser solamente asumido como un modelo. De acuerdo con esas premisas centrales, este artículo trabaja con la tesis de que el deporte tiene el potencial de empoderar niños para tratar con sus mundos cada vez más complejos y contingentes, lo que es importante para enfrentar los futuros desafíos como una cuestión social y, por lo tanto, ofrecer legitimación pedagógica de la Educación Física como materia escolar., O objetivo desse artigo é evidenciar o potencial educacional do esporte em programas de Educação Física na escola e explorar como a pedagogia crítica do esporte pode contribuir para esses programas. Para este fim, as principais ideias pressupostas nos movimentos crítico-emancipatórios de Alemanha, nas últimas quatro décadas, são investigadas e delineadas. Graças à ausência de uma abordagem holística, o propósito atual de Educação Física na Alemanha é duplo: educar para o esporte e educar através do esporte. Segundo esse conceito, o esporte na sociedade precisa ser problematizado sem ser apenas assumido como um modelo. Conforme essas premissas centrais, esse texto trabalha com a tese de que o esporte tem o potencial de empoderar crianças para lidar com seus mundos cada vez mais complexos e contingentes, o que é importante para enfrentar os futuros desafios como uma questão social e, portanto, oferecer a legitimação pedagógica da Educação Física como matéria escolar.

This paper examines the relationship between civil conflict and educational achievement in Colombia. We use multilevel analysis to deal adequately with the hierarchical structure of the data and an instrumental variables approach to tackle the possibility of bias associated with endogeneity. To the best of our knowledge, this is the first effort to understand the relationship between civil conflict and educational achievement in exit examinations through the use of multilevel analysis. The results show that the relationship between the intensity of the conflict and performance on exit examinations is not as straightforward as it may seem at first glance. Este artículo examina la relación entre el conflicto civil en Colombia y el rendimiento académico. Utilizamos el análisis multinivel para tratar adecuadamente la estructura jerárquica de los datos y un enfoque de variables instrumentales para abordar la posibilidad de sesgo asociado con endogeneidad. Hasta donde sabemos, este es el primer esfuerzo para entender la relación entre conflicto civil y rendimiento académico en los exámenes del país mediante el uso de análisis multinivel. Los resultados muestran que la relación entre la intensidad del conflicto y el desempeño en los exámenes finales no es tan simple como parece a primera vista. Este artigo examina a relação entre o conflito civil e o rendimento escolar na Colômbia. Utilizamos uma metodologia de análise multinível para analisar adequadamente a estrutura hierárquica dos dados, e de variáveis instrumentais para abordar a possibilidade de viés associado à endogeneidade. De acordo com nossa revisão de literatura, este é o primeiro esforço para entender a relação entre o conflito civil e o rendimento nos exames de Estado usando análise multinível. Os resultados mostram que a relação entre a intensidade do conflito e o rendimento nos exames não é tão simples quanto parece à primeira vista.

The cultural differences within the Costa Rican society were perceived as a fundamental resource for the Intercultural Communication course offered in two regional campuses (Rodrigo Facio and Guanacaste) of the University of Costa Rica. This paper presents the results of creating a authentic intercultural communication experience through an inter-campus cultural awareness project. The work centers on an analysis of both the professors and the students perspectives of how the project was successful and effectively met the course objectives. Through qualitative research, this article claims that inter-campus project presents a tangible opportunity for successful intercultural communication and also significant opportunities for collaborative teaching. Resumen Las diferencias culturales dentro de la sociedad costarricense fueron percibidas como un recurso fundamental para el curso de Comunicación Intercultural que se ofrece en dos campus regionales (Rodrigo Facio y Guanacaste) de la Universidad de Costa Rica. Este artículo presenta los resultados de la creación de una auténtica experiencia de comunicación intercultural a través de un proyecto de conciencia cultural entre ambos campus. El trabajo se centra en un análisis de las perspectivas tanto de los profesores como de los estudiantes sobre cómo el proyecto fue exitoso y cumplió efectivamente con los objetivos del curso. A través de la investigación cualitativa, este artículo arma que el proyecto entre campus pre-senta una oportunidad tangible para una comunicación intercultural exitosa y también una coyuntura signicativa para la enseñanza colaborativa.

Este artículo pretende ser una contribución a un proceso de enseñanza que fomente una metodología activa en la que el alumnado adquiere protagonismo y desarrolla distintos tipos de competencias. Los objetivos de esta investigación son hacer una propuesta de actividades cooperativas que contribuyan a la adquisición de competencias sociales y conocer la opinión del alumnado universitario sobre determinados aspectos del proceso de enseñanza-aprendizaje mediante una encuesta. La metodología es cualitativa-descriptiva. Se presentan algunas actividades cooperativas de temática social que contribuyen a la adquisición de competencias sociales, como la comunicación y la cooperación, y se señala la manera como estas actividades fomentan la adquisición de dichas competencias en el alumnado. Se explora cómo la metodología cooperativa que se propone en este trabajo implica cambios en los papeles del profesorado y del alumnado, pues ambos han de compartir el protagonismo y trabajar con las competencias mencionadas para que las prácticas docentes sean efectivas. Al final del cuatrimestre, el alumnado respondió a una encuesta con el fin de observar qué competencias habían adquirido y conocer lo que pensaban sobre la metodología planteada. Los resultados muestran que el alumnado valora el empleo de una metodología cooperativa que potencia la adquisición de competencias. This article intends to be a contribution to a teaching-learning process that promotes an active methodology in which students are the protagonists and acquire competences. This paper presents some cooperative activities on social topics that contribute to the acquisition of social competences, and it shows how these activities promote the acquisition of these competences. The objectives of this research are to make a proposal for cooperative activities that contribute to the acquisition of social competences and to know the opinion of university students about certain aspects of the teaching-learning process through a survey. The methodology is qualitative-descriptive. Some cooperative social-thematic activities that contribute to the acquisition of social competences such as communication and cooperation are presented. This article will explore how the cooperative methodology proposed involves changes in the roles of teachers and students as both have to share the spotlight and work with the said competences. Students completed a survey at the end of the semester in order to observe the main competences they had acquired and to know what they thought about the methodology used. The results show that students value the use of a cooperative methodology that enhances the acquisition of competences.

Resumen Este artículo afirma, desde un punto de vista hermenéutico, que el deporte puede ser una importante herramienta educativa para nuestras sociedades democrático liberales. Para justificar esta afirmación, primero analizamos la polémica cuestión de si el deporte es una actividad seria que está ligada a la sociedad y sus valores. En segundo lugar, afirmamos que el deporte siempre ha sido una actividad ligada a la sociedad, desde la Antigüedad. En tercer lugar, mostramos que tanto el origen de la política como el de la filosofía estuvieron ligados a ciertas fuerzas y actitudes relacionadas al deporte. En cuarto, exponemos cómo estas fuerzas aún son centrales para el deporte contemporáneo. Como conclusión, defendemos la tesis de que podemos utilizar el deporte para mejorar la calidad de nuestras sociedades democrático liberales. Resumo Este artigo afirma, do ponto de vista hermenêutico, que o esporte pode ser uma importante ferramenta educacional para as nossas sociedades democrático-liberais. Para demostrar essa afirmação, em primeiro lugar analisamos a questão controversa sobre se o esporte é uma atividade séria relacionada à sociedade e aos seus valores. Em segundo lugar, afirmamos que o esporte foi sempre uma atividade ligada à sociedade desde os tempos antigos. Em terceiro lugar, mostramos que tanto a origem da política quanto a da filosofia estiveram vinculadas a certas forças e atitudes relacionadas ao esporte. Em quarto, expomos como essas forças ainda são centrais para o esporte contemporâneo. Em conclusão, apoiamos a tese de que podemos usar o esporte para melhorar a qualidade de nossas sociedades democrático-liberais. Abstract This paper takes a hermeneutical perspective to argue that sport is a useful pedagogical tool for liberal-democratic societies. To do so, we first look into the controversial issue of whether sport is a serious activity linked to the larger society and its values. Second, we argue that sports have been closely connected to serious societal aspects since ancient times. Third, we relate the origins of both politics and philosophy to several forces and attitudes. Fourth, we show that such forces and attitudes are still at the core of contemporary sports. In conclusion, we advocate that sports can be used to improve liberal-democratic societies.

Higher Education Institutions (HEIs) have been incorporating sustainability into education and curricula, where recent research has focussed on sustainability competences, pedagogical approaches, and how to connect them, generally on a single HEI. The process of integrating sustainability into education based on curricula assessment has been explained using adoption of innovations; and has the potential to explain the process of developing competences through pedagogical approaches. The aim of this paper is to investigate this process at academic discipline level. An online survey was developed to investigate teaching sustainability competences in 13 HEIs, from which 678 responses from educators were obtained. The competences and pedagogical approaches from the responses were ranked, and then the connections between the competences and pedagogical approaches per discipline were analysed using a correlations-based framework, from which three disciplines groups were created. The groups were categorised using diffusion of innovations theory, which indicated that some disciplines are more innovative than others in adopting sustainability competence-based teaching. The results are used to propose two frameworks to better understand the adoption of sustainability competence-based teaching: (a) the D-RAPID framework; and (b) the Disciplinary Multi-dimensional Sustainability Influence Change for Academia (D-MuSICA) memework. The adoption of sustainability competence-base education must expand from a single HEI perspective to a disciplinary collaborative one spanning many HEIs, where academic disciplines should learn from each other''s insights and mistakes and provide students with more transdisciplinary skillsets to make societies more sustainable. © 2021 The Authors. Sustainable Development published by ERP Environment and John Wiley & Sons Ltd.

En: Multidisciplinary journal of school education, Volume 19, Number 1 (2021), p. 161-179. ISSN-e 2543-8409. DOI: https://doi.org/10.35765/mjse.2021.1019.09 1 recurs en línia (p. 161-179) Today, economic sustainability is a social priority and it implies positive, rewarding, and creative relationships in the workplace. Creativity, innovation, and subjective welfare will remain extremely important for sustainable production models in an age of technological acceleration, ecological threats, and digital globalization. With the impact of the COVID-19 pandemic and the new ways to organize work, this is even more important. The basis for this is to be found in education, especially in secondary and higher education. Good mentoring is becoming essential in professional development; this activity is based on words and silence, using corporate and individual coaching tools to open new doors of creativity. Following Peter Drucker’s (1954) work in management thinking and the approach of positive psychologists, this paper presents a new concept of sustainable working relationships for the 21st century based on words and narratives. Bibliografia