140 results
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2. A educação na adolescência: consequências do lockdown e da aceleração.
- Author
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ANSELMO GUILHERME, ALEXANDRE and FELIX DE OLIVEIRA, FERNANDA
- Abstract
This paper aims to analyze the impact of lockdown on education in the context of social acceleration. In this paper, we address the necessary (re)construction required to enhance the education of adolescents. From this perspective, it examines the potential of the adolescent brain, as advocated by Daniel Siegel. The present study employs a bibliographical research methodology to investigate the impact of social acceleration on education in the aftermath of the lockdown. We emphasize that the adolescent phase is crucial for the development of potentials in the educational context. In this vein, a philosophical analysis of the school is conducted, highlighting it as a space for (re)constructing practices that encourage adolescents to listen to the world around them. Therefore, the school must illuminate the potential of adolescence, such as creativity and openness to novelty, as a space for (re)creating subjects in times of acceleration. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
3. A Escola Sob Ataque e o Lento Cancelamento do Futuro.
- Author
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Ricachenevsky Gurski, Roselene and Lo Bianco, Anna Carolina
- Abstract
Copyright of Estudos e Pesquisas em Psicologia is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
4. Estudios sobre la relación familia-escuela (2008-2018): un análisis bibliométrico de la producción académica en español.
- Author
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María Castrillón-Correa, Elsa, Precht Gandarillas, Andrea, Valenzuela, Jorge, and Nikola Cudina, Jean
- Subjects
BIBLIOGRAPHIC databases ,BIBLIOMETRICS ,FAMILY-school relationships ,MAP design ,SOCIAL network analysis ,CONTENT analysis ,SOCIAL networks - Abstract
Copyright of Pensamiento Educativo is the property of Pontificia Universidad Catolica de Chile, Facultad de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
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5. Collaboration entre école et parents dans la gestion de la scolarité des filles en République Démocratique du Congo : Dialogue asymétrique entre théorie et pratique.
- Author
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Angotako, Denise
- Subjects
EDUCATION conferences ,SCHOOL involvement ,GRAND strategy (Political science) ,GENDER inequality ,EDUCATIONAL cooperation ,HORSE breeds ,SCHOOL librarians - Abstract
Copyright of Encounters in Theory & History of Education / Rencontres en Theorie et Histoire de l'Educacion is the property of Queen's University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
6. VINDICACIÓN DEL ESTUDIO COMO CONCEPTO EDUCATIVO: A PROPÓSITO DE APRENDER/ESTUDIAR UNA LENGUA.
- Author
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LARROSA BONDÍA, Jorge
- Abstract
Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
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7. Una reflexión sobre la Escuela en tiempos de Covid desde la mirada de Arendt, Meirieu, Simons y Masschelein.
- Author
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Vargas Pellicer, José Miguel
- Subjects
PHILOSOPHY of education ,PUBLIC interest ,PUBLIC schools ,EXPERIENCE ,EDUCATION theory ,TEACHING - Abstract
Copyright of Revista Latinoamericana de Estudios Educativos is the property of Centro de Estudios Educativos, A.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
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8. Critical Thinking Experienced by Students: A Phenomenological Approach.
- Author
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Prieto Galindo, Fredy Hernán
- Subjects
PHENOMENOLOGY ,CRITICAL thinking ,CRITICAL thinking studies - Abstract
Copyright of Análisis is the property of Universidad Santo Tomas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
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9. Proyecto Escuela: Espacio de Paz. Reflexiones sobre una Experiencia en un Centro Educativo.
- Author
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de Oña Cots, José Manuel and García Gálvez, Emilio Andrés
- Abstract
Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
- Full Text
- View/download PDF
10. Aproximaciones al estudio del cuerpo del docente.
- Author
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Villalba Labrador, Raimundo
- Subjects
STUDENT teaching ,TEACHER educators ,BODY language ,TEACHERS ,LITERATURE reviews ,PROFESSIONS - Abstract
Copyright of Lúdica Pedagógica is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
11. Aulas multiculturales y aulas de paz. Dos propuestas para un país en posconflicto.
- Author
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Bolaños Mota, José Ignacio
- Abstract
Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2018
- Full Text
- View/download PDF
12. EDUCACIÓN INTERCULTURAL INCLUSIVA. FUNCIONES DE LOS/AS EDUCADORES/AS SOCIALES EN INSTITUCIONES EDUCATIVAS.
- Author
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TERRÓN-CARO, Teresa, CÁRDENAS-RODRÍGUEZ, Rocío, and RODRÍGUEZ CASADO, Rocío
- Abstract
Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
- Full Text
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13. La escuela rural de Utawilaya: Una Educación liberadora desde Puno - Perú 1902.
- Author
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Vargas, David Ruelas
- Abstract
Copyright of Cuestiones de Filosofia is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
- Full Text
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14. La Escuela Rural de Utawilaya: Una Educación liberadora desde Puno - Perú 1902.
- Author
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Ruelas Vargas, David
- Subjects
RURAL education ,INDIGENOUS peoples of Peru - Abstract
Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
- Full Text
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15. Cultural and linguistic diversity and interculturalism in Andalusian school: an analysis of education policies.
- Author
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Olmos Alcaraz, Antonia
- Subjects
CULTURAL pluralism ,CULTURAL relations ,LINGUISTICS ,EDUCATION policy ,EMIGRATION & immigration ,EDUCATION - Abstract
Copyright of Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
- Full Text
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16. School, homomaternity and education: reflections about the classroom in contemporaneity.
- Author
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Arrial Palma, Yáskara and Neves Strey, Marlene
- Subjects
EDUCATION ,CLASSROOM research ,SCHOOLS research - Abstract
Copyright of Psicogente is the property of Universidad Simon Bolivar, Programa de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
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17. Inmigración, Escuela y Exclusión.
- Author
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ORTIZ COBO, MÓNICA
- Subjects
SOCIAL conditions of immigrants ,EDUCATION of immigrants ,EDUCATION ,SOCIAL marginality ,ETHNOLOGY ,DISCOURSE analysis ,SCHOOLS & society ,SEGREGATION ,SOCIOECONOMIC factors ,POLARIZATION (Social sciences) - Abstract
Copyright of EMPIRIA: Revista de Metodología de Ciencias Sociales is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2015
- Full Text
- View/download PDF
18. La educación indígena en proceso: Sujeto, escuela y autonomía en el Cauca, Colombia.
- Author
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Angarita-Ossa, Jhon Jairo and Campo-Ángel, Jeann Nilton
- Subjects
INDIGENOUS peoples of South America ,MULTICULTURAL education -- Social aspects ,POLITICAL autonomy ,COLOMBIAN politics & government, 1974- ,EDUCATION ,GOVERNMENT policy ,SOCIAL history - Abstract
Copyright of Revista Entramado is the property of Universidad Libre Seccional Cali and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2015
- Full Text
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19. Escuela saludable versus protectora de la salud (salugénica).
- Author
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Guerrero-Ramos, Daniel, Jiménez-Torres, Manuel G., and López-Sánchez, Manuel
- Abstract
Copyright of Educar is the property of Universitat Autonoma de Barcelona, Servei de Publicacions and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2014
- Full Text
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20. ¿LA ESCUELA ESTÁ PREPARADA PARA ACCEDER A LA CIBERCULTURA? GESTIÓN DEL CONOCIMIENTO EN EL SIGLO XXI.
- Author
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RÍOS MARÍN, JOSÉ GONZALO
- Subjects
EFFECT of technological innovations on education ,CYBERCULTURE ,HISTORY of the theory of knowledge ,INFORMATION & communication technologies -- Social aspects ,SWARM intelligence ,ORAL communication ,HISTORY of writing - Abstract
Copyright of Revista de Educacion y Desarrollo Social is the property of Universidad Militar Nueva Granada, Departamento de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2014
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21. INNOVATIVE EDUCATIONAL SPACES: ARCHITECTURE, ART AND NATURE FOR UNIVERSITY EXCELLENCE.
- Author
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CAMPOS CALVO-SOTELO, Pablo
- Subjects
INNOVATION management ,COGNITIVE styles ,LEARNING ,UNIVERSITIES & colleges - Abstract
Copyright of Aula (0214-3402) is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2014
22. LENGUAJEAR EL PODER. LOS OLVIDOS DE LOS DOCENTES ¿LA MEMORIA ESCINDIDA?
- Author
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González, Miguel Alberto González
- Subjects
MEMORY loss ,TEACHERS ,MEMORY ,SOCIETIES ,ASTHENIA - Abstract
Copyright of Revista Trilogía is the property of Revista Trilogia, Ciencia, Tecnologia y Sociedad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2013
23. DISCURSOS , REPRESENTACIONES Y PRÁCTICAS EDUCATIVAS SOBRE EL CUERPO DE LOS ESCOLARES. ARGENTINA EN LAS PRIMERAS DÉCADAS DEL SIGLO XX.
- Author
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Lionetti, Lucía
- Subjects
SCHOOL discipline ,EDUCATION ,20TH century medical history ,CIVICS education ,HISTORY of schools ,SOCIALIZATION ,SOCIAL order ,CHILD psychology ,HISTORY ,TWENTIETH century - Abstract
Copyright of Cuadernos de Historia is the property of Universidad de Chile, Facultad de Filosofia y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2011
24. Trabajo infanto/ juvenil y aprendizaje escolar: relaciones complicadas.
- Author
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BARILÁ, María Inés and IURI, Teresa
- Subjects
- *
CHILDREN , *WORK , *EDUCATION , *SCHOOL dropouts , *ADULT-child relationships , *PRIMARY education - Abstract
The aim of this paper is to share some similarities about what children and young people obtain from work and school. The main protagonists in the research are children and young people who try to cope with two activities: school learning and work. The objective of this paper is two-fold: on the one hand, to make visible child and adolescent work in our region, since there is not a symbolic or social recognition of it, neither from the school sector nor from people in general and, on the other hand, to show that the school/work relation is a complex one: working children have to deal with different situations in order to keep up schooling: absences, late arrivals, tiredness, temporary desertion, promotion failure, lack of time to study and do homework. These students do not get special attention from their families, the state or the school system. [ABSTRACT FROM AUTHOR]
- Published
- 2011
25. Antropologia e educação: culturas e identidades na escola.
- Author
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Pereira-Tosta, Sandra
- Subjects
INTERDISCIPLINARY education ,MULTICULTURAL education ,EDUCATIONAL anthropology ,TEACHER education ,CULTURAL identity ,TEACHER training - Abstract
Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2011
26. Giving Life Gives Me Life: An Action Research Experience with Families
- Author
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Eilyn Arce-Chavarría
- Subjects
Investigación acción ,familia ,escuela ,educación especial ,terapia ocupacional ,sintonía ,tiempo ,reflexión ,cambio ,transformación. ,Education ,Special aspects of education ,LC8-6691 - Abstract
This paper is the result of a participatory action research project. It expresses my experiences with nine of the fourteen families of students attending the special education school where I work. Students are in Early Intervention (0-3 years old), Kinder Garden (3-6 and a half years old) and the first cycle of elementary school (6 years and 6 months to 9 years old). Six of the participating families included a father and a mother, while the other three only included the mother. I met six times with the families for afternoon coffee over the course of a year. These gatherings evidenced the need for synchronizing the work done at home with the work offered in the occupational therapy service of which I am in charge, in order to support families in developing their children’s every day skills. This involves a process of analysis and reflection, which leads to the transformation of those of us who lived this experience. The paper also presents the families’ reality first from their individual standpoint and later in synchronization with the group, change that was exhibited after sharing with the other families. Important findings include the need for having a stronger relationship between the school and the families, creating a space for emotional growth for parents, finding similarities between families that would motivate them to be more involved, taking advantage of time, creating personal space for reflection and, last but not least, daring to change.
- Published
- 2015
- Full Text
- View/download PDF
27. Environmental education and school as an educational space to promote sustainability
- Author
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Pedro César Cantú-Martínez
- Subjects
Educación ambiental ,escuela ,sociedad. ,Education ,Special aspects of education ,LC8-6691 - Abstract
This review paper discusses a topic of considerable importance for our society, which is environmental education and educational spaces, particularly when these elements are combined to achieve sustainability in society. The paper states that the current deterioration is guided by the countries’ urban and industrial progress and also indicates that it is in education, particularly in environmental education, and in educational spaces, where the medium will emerge to accommodate a social practice to achieve sustainable development.
- Published
- 2014
- Full Text
- View/download PDF
28. UN DÍA DE CLASE EN UN AULA INTERCULTURAL WIXÁRIKA DEL NORTE DE JALISCO.
- Author
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Briceño Alcaraz, Gloria, Chávez González, Alejandro, and Patricia Murillo, Martha
- Subjects
- *
BILINGUAL schools , *TEACHING methods , *CULTURE conflict , *EDUCATION , *MULTICULTURAL education - Abstract
In this paper, we describe the socio-cultural and educational conditions of an intercultural bilingual school from the wixárika culture at Northern Jalisco. This study aims to explore how the pedagogical actions of the bilingual intercultural program are implanted in rural communities like Haimatsie. Therefore, we observed the didactic strategies used by native teachers for encourage the use of the wixárika mother language in the teaching and learning of literacy. The fieldwork of this ethnographic study was developed in three stages over three years (with stays of one month each school year). One of the findings is that the teachers of this school did not know the intercultural teaching strategies that the context required and they did not have enough bilingual linguistic command for teaching. [ABSTRACT FROM AUTHOR]
- Published
- 2018
29. TERRITORIALIZACIÓN, MEDIOS DE COMUNICACIÓN Y ESCUELA. DESAFÍOS EN LA VISIBILIZACIÓN DE LOS EPISODIOS DE VIOLENCIA.
- Author
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Saez, Virginia
- Subjects
- *
MASS media , *VIOLENCE , *DISCOURSE analysis , *STIGMATIZATION , *EDUCATION - Abstract
This paper presents an exploratory study that analyzes the speeches media on the territorialisation of the episodes of violence in schools, in La Plata, Argentina, in the period 1993-2011. Given the characteristics of the object of inquiry the methodological approach was qualitative and the information is analyzed in the framework of the educational discourse analysis. Among the results, we observed that in the presentation of the episodes are delimited territorial boundaries and symbolic that associate the acts of violence in the school space differently. We conclude that the territorialisation form part of a stigmatization dynamic. [ABSTRACT FROM AUTHOR]
- Published
- 2018
30. Famílies i docents, els grans aliats. Quines són les pràctiques que dificulten la col·laboració de les famílies les reunions de centre?
- Author
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López Ramírez, Marina and Lluch Molins, Laia
- Subjects
psicopedagogía ,education ,Psicologia pedagògica -- TFM ,psicopedagogia ,school ,famílies ,escola ,families ,psychopedagogy ,familias ,educación ,Psicología pedagógica -- TFM ,educació ,escuela ,Educational psychology -- TFM - Abstract
L'educació és un entorn de noves relacions i forts lligams durant els anys més importants de la vida d'una persona. La relació que es crea entre l'escola i la família és d'enorme importància, ja que aquests vincles són necessaris per aconseguir que l'infant se senti confiat i segur amb la guia i acompanyament dels seus referents des que són petits. Davant d'aquesta situació, cal reforçar el paper dels pares com a referent educatiu i responsable del seu creixement, garantint la seva col·laboració dins del centre. Un dels grans malestars en els centres educatius els genera entre els docents i les famílies, atès que, a vegades, els aliats es converteixen en enemics per manca de comunicació o per maneres de fer diferents. Ara bé, els dos agents vetllen pel desenvolupament i benestar dels infants des de dues perspectives diferents, la familiar i l'educativa. En aquest sentit és fonamental el paper de l'assessor psicopedagògic, ja que ha de facilitar la col·laboració i la intervenció entre l'escola i les famílies. La importància d'aquesta relació i la seva transcendència a través de les entrevistes escolars ha estat objecte d'aquest estudi. La educación es uno en torno a nuevas relaciones y fuertes vínculos durante los años más importantes de la vida de una persona. La relación que se crea entre la escuela y la familia es de enorme importancia, puesto que estos vínculos son necesarios para conseguir que el niño se sienta confiado y seguro con la guía y acompañamiento de sus referentes desde que son pequeños. Ante esta situación, hay que reforzar el papel de los padres como referente educativo y responsable de su crecimiento, garantizando su colaboración dentro del centro. Uno de los grandes malestares en los centros educativos los genera entre los docentes y las familias, dado que, a veces, los aliados se convierten en enemigos por carencia de comunicación o por maneras de hacer diferentes. Ahora bien, los dos agentes velan por el desarrollo y bienestar de los niños desde dos perspectivas diferentes, la familiar y la educativa. En este sentido es fundamental el papel del asesor psicopedagógico, puesto que tiene que facilitar la colaboración y la intervención entre la escuela y las familias. La importancia de esta relación y su trascendencia a través de las entrevistas escolares ha estado objeto de este estudio. Education is one of new relationships and strong bonds during the most important years of a person's life. The relationship that is created between the school and the family is of enormous importance, as these links are necessary to ensure that the child feels confident and secure with the guidance and accompaniment of his or her references from the time they are young. Faced with this situation, the role of parents must be reinforced as an educational point of reference and responsible for their children's growth, guaranteeing their collaboration within the centre. One of the greatest problems in educational centres is between teachers and families, given that sometimes allies become enemies due to a lack of communication or different ways of doing things. However, the two agents watch over the development and well-being of children from two different perspectives, the family and the educational. In this sense, the role of the educational psychologist is fundamental, as he/she has to facilitate collaboration and intervention between the school and the families. The importance of this relationship and its transcendence through school interviews has been the subject of this study.
- Published
- 2021
31. Los efectos de las variables contextuales discretas en el bullying escolar
- Author
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Teodoro Hernández de Frutos, Esther Casares García, Universidad Pública de Navarra. Departamento de Sociología, and Nafarroako Unibertsitate Publikoa. Soziologia Saila
- Subjects
School ,Secondary education ,family ,Mitjans de comunicació de masses ,Sociology and Political Science ,school ,education ,Social Sciences ,Edat ,Scientific literature ,Districte municipal ,Space (commercial competition) ,Gènere ,Developmental psychology ,HM401-1281 ,Age ,Contextual variable ,gender ,Sociology (General) ,Family ,Edad ,Empirical evidence ,Mass media ,Escola ,business.industry ,Victimització ,victimization ,Victimization ,Gender ,Gender studies ,Cultural hegemony ,Victimización ,Distrito municipal ,Geography ,Medios de comunicación de masas ,age ,Escuela ,Spite ,Família ,Familia ,Género ,business ,Neighbourhood ,neighbourhood ,Social Sciences (miscellaneous) - Abstract
In spite of the abundance of scientific literature that exists on bullying in schools, few studies have focused on the effects, both separate and combined, caused by contextual structural variables, such as geographical space, the municipal district, family, school, gender, male hegemonic culture, and exposure to the mass media. This article reviews to the present state of knowledge on the effects of these factors and provides empirical evidence of their influence on students aged between 12 and 16 in ESO (Obligatory Secondary Education) in Navarra., A pesar de la abundante literatura científica que existe sobre el acoso escolar, pocos estudios han incidido sobre los efectos, tanto separados como combinados, causados por variables contextuales discretas, tales como el espacio geográfico, el distrito municipal, la familia, la escuela, el género, la cultura hegemónica machista y la exposición a los medios de comunicación masivos. El artículo analiza el estado actual de conocimiento de la incidencia de estos factores y añade evidencia empírica de su influencia en estudiantes de educación secundaria obligatoria (ESO) con edades comprendidas entre los doce y los dieciséis años en Navarra.
- Published
- 2021
32. DIÁLOGOS EN LAS FRONTERAS: UN ESTUDIO SOBRE EDUCACIÓN Y ESCUELA EN LA ANTROPOLOGÍA BRASILEÑA
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Sandra de Fátima Pereira Tosta, Carla Valéria Vieira Linhares Maia, Weslei Lopes da Silva, and Douglas Cabral Dantas
- Subjects
education ,Antropología ,learning ,Anthropology ,school ,educação ,aprendizaje ,escola ,educación ,Antropologia ,aprendizagens ,escuela - Abstract
This paper presents the results of research that aimed to identify and analyze theproduction of theses and dissertations completed in graduate programs in anthropology in Brazil from1990. The purpose of the selected programs was to understand in what ways educational issues wereincorporated and treated theoretically and methodologically, and contiguously, to understand theconditions of the development of the interdisciplinary field in the interface of anthropology andeducation. In both a qualitative and quantitative nature, 62 papers were analyzed. The results obtaineddemonstrate that the anthropologist’s view contributes to a better understanding of the realities oflearning contexts, whether formal or non-formal education spaces and contributes substantially to thefield of education Este artículo busca problematizar los resultados de una investigación que tuvo comoobjetivos identificar y analizar la producción de tesis y disertaciones realizadas en Programas de Posgradoen Antropología desde 1990 en Brasil, para entender cómo se incorporaron y trataron los temaseducativos, teórica y metodológicamente, en estas investigaciones y, además, comprender las condicionesde desarrollo del campo interdisciplinario en la interfaz Antropología y Educación. De carácter cualitativoy cuantitativo, analizamos alrededor de 62 trabajos. Los resultados mostraron que la mirada delantropólogo contribuye para una mejor comprensión de las realidades en los contextos de aprendizajes,sean espacios de educación formal o no, y contribuyen densamente para el campo de la educación Este artigo busca problematizar os resultados de uma pesquisa que teve como objetivosidentificar e analisar a produção de teses e dissertações concluídas em Programas de Pós-graduação emAntropologia a partir de 1990 no Brasil, entender como as questões educacionais foram incorporadas etratadas teórica e metodologicamente nessas pesquisas e, contiguamente, compreender as condições dedesenvolvimento do campo interdisciplinar na interface Antropologia e Educação. De naturezaqualitativa e quantitativa, foram analisados cerca de 62 trabalhos. Os resultados depreendidosdemonstraram que o olhar do antropólogo contribui para uma melhor compreensão das realidades emcontextos de aprendizagens, sejam espaços de educação formal ou não, e contribuem densamente para ocampo da educação.
- Published
- 2020
33. DIÁLOGOS NAS FRONTEIRAS: UM ESTUDO SOBRE EDUCAÇÃO E ESCOLA NA ANTROPOLOGIA BRASILEIRA
- Author
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Weslei Lopes Silva, Carla Valeria Maia, Douglas Cabral Dantas, and Sandra de Fatima Pereira Tosta
- Subjects
Antropología ,education ,learning ,school ,05 social sciences ,educação ,aprendizaje ,050301 education ,Education (General) ,escola ,0502 economics and business ,anthropology ,L7-991 ,educación ,Antropologia ,aprendizagens ,0503 education ,050203 business & management ,escuela - Abstract
RESUMO: Este artigo busca problematizar os resultados de uma pesquisa que teve como objetivos identificar e analisar a produção de teses e dissertações concluídas em Programas de Pós-graduação em Antropologia a partir de 1990 no Brasil, entender como as questões educacionais foram incorporadas e tratadas teórica e metodologicamente nessas pesquisas e, contiguamente, compreender as condições de desenvolvimento do campo interdisciplinar na interface Antropologia e Educação. De natureza qualitativa e quantitativa, foram analisados cerca de 62 trabalhos. Os resultados depreendidos demonstraram que o olhar do antropólogo contribui para uma melhor compreensão das realidades em contextos de aprendizagens, sejam espaços de educação formal ou não, e contribuem densamente para o campo da educação. RESÚMEN: Este artículo busca problematizar los resultados de una investigación que tuvo como objetivos identificar y analizar la producción de tesis y disertaciones realizadas en Programas de Posgrado en Antropología desde 1990 en Brasil, para entender cómo se incorporaron y trataron los temas educativos, teórica y metodológicamente, en estas investigaciones y, además, comprender las condiciones de desarrollo del campo interdisciplinario en la interfaz Antropología y Educación. De carácter cualitativo y cuantitativo, analizamos alrededor de 62 trabajos. Los resultados mostraron que la mirada del antropólogo contribuye para una mejor comprensión de las realidades en los contextos de aprendizajes, sean espacios de educación formal o no, y contribuyen densamente para el campo de la educación. ABSTRACT: This paper presents the results of research that aimed to identify and analyze the production of theses and dissertations completed in graduate programs in anthropology in Brazil from 1990. The purpose of the selected programs was to understand in what ways educational issues were incorporated and treated theoretically and methodologically, and contiguously, to understand the conditions of the development of the interdisciplinary field in the interface of anthropology and education. In both a qualitative and quantitative nature, 62 papers were analyzed. The results obtained demonstrate that the anthropologist’s view contributes to a better understanding of the realities of learning contexts, whether formal or non-formal education spaces and contributes substantially to the field of education.
- Published
- 2020
34. The ethical-political potentiality of the educational present: aristocratic principle versus democratic principle
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Säfström, Carl Anders
- Subjects
principios de educación ,violencia ,política de la educación ,Educación ,democracia ,igualdad de oportunidades ,escuela ,Education - Abstract
This paper will explore a Sophist tradition of educational thought, which is concerned with the world and not a sphere of ideas as distinct from the world, and to suggest some central distinctions and concepts following from such tradition today. The distinctions which are discussed are between; upbringing, schooling and education; aristocratic versus democratic principle of education; aristocratic versus democratic conception of nature; and, culture as static versus culture as praxis. Equality is highlighted in the paper as a central concept for democracy as well as education and are discussed through Jacques Rancière. The distinctions established will also make clear what is at stake if we consider educational thought as conditional for democracy and a liveable life for anyone. The contrast between the aristocratic principle and the democratic principle for education will centre on conceptions of violence and nonviolence, in accordance with Judith Butler and Franco "Bifo" Berardi's analyses. In a final paragraph the paper discusses how equality play out in relation to teaching, and the discussion is extended by exploring Judith Butler's conception of 'grievability'. The paper concludes by suggesting that education is the ethical-political potentiality of a new beginning within the present order of things, and therefore the very praxis of change of this order, and therefore what makes paideia possible in the first place. Este artículo explorará una tradición sofista de pensamiento educativo, que se ocupa del mundo y no de una esfera de ideas distinta del mundo, y sugerirá algunas distinciones y conceptos centrales que se derivan de dicha tradición en la actualidad. Las distinciones que se discuten son entre: crianza, escolarización y educación; principio de educación aristocrático versus democrático; concepción aristocrática versus democrática de la naturaleza; y cultura como estática versus cultura como praxis. La igualdad se destaca en el documento como un concepto central para la democracia y la educación, y se discute a través de Jacques Rancière. Las distinciones establecidas también dejarán claro lo que está en juego si consideramos el pensamiento educativo como condición para la democracia y para una vida digna para todos. El contraste entre el principio aristocrático y el principio democrático de la educación se centrará en las concepciones de violencia y no-violencia, de acuerdo con los análisis de Judith Butler y Franco "Bifo" Berardi. En un párrafo final, el documento analiza cómo se desarrolla la igualdad en relación con la enseñanza, y la discusión se amplía explorando la concepción de Judith Butler de "grievability". El artículo concluye sugiriendo que la educación es el potencial ético-político de un nuevo comienzo dentro del actual orden de cosas y, por tanto, es la praxis misma del cambio, siendo así también lo que hace posible la paideia en primer lugar.
- Published
- 2020
35. Las difíciles relaciones entre familia y escuela en España.
- Author
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ORTEGA RUIZ, Pedro, MÍNGUEZ VALLEJOS, Ramón, and HERNÁNDEZ PRADOS, María A.
- Subjects
- *
FAMILY-school relationships , *PARENT participation in education , *EDUCATIONAL psychology , *PARENT-teacher relationships , *SCHOOL involvement , *FAMILIES , *EDUCATION - Abstract
This paper tackles the ever present issue of cooperation between family and school. Such cooperation is necessary if the school is to educate (i.e. facilitate the learning of moral values). Furthermore, experience is a required ingredient in the task of educating. The family is, therefore, a vital element of education since it occupies a key position in the experience of moral values. The authors advocate a change in the organizational structure of schools that will enable the family to participate actively in the running of the school and to be jointly responsible for the centre's educational project. [ABSTRACT FROM AUTHOR]
- Published
- 2009
36. La Investigación sobre Educación Intercultural en España.
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Izquierdo, Rosa Ma. Rodríguez
- Subjects
ACTIVITY programs in multicultural education ,EDUCATION of minorities ,ETHNIC relations ,DIVERSITY in education ,SCIENTIFIC literature ,EDUCATION - Abstract
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2009
37. Inclusive education, criticality and social commitment. Teacher innovation and Service-learning within teacher ́s initial training
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A.M. Ruiz-Bejarano
- Subjects
competencias del docente ,universidad ,escuela ,compromiso social ,práctica pedagógica ,valores sociales ,Education - Abstract
During the school year 2018/2019 a service learning experience called Education for peace and good treatment was carried out in the first year of the Early Childhood Education Degree of the University of Cádiz. This didactic experience aimed to meet the necessary requirements to promote communication between a Nursery School and the pupils’ families. Likewise, another objective was to provide undergraduates with a contextualized academic learning which starting from an actual educational and social issue favoured the training on competences and values for the exercise of a critical and reflexive teaching; a socially responsible teaching committed to an inclusive, equitable and high quality education. The initiative was based on the planning of educational intergenerational workshops where the students, their grandfathers and grandmothers participated; it was held during the Universal Children’s Day on November 20th. This paper analyzes the organization of this initiative in the university classroom and it particularly focuses on the learning of the competences and values for a critical and reflexive teaching. The information was collected from the undergraduates’ discursive productions. It is concluded that the service learning initiative made it possible to work on interpersonal and intrapersonal competencies, as well as on instrumental competencies for the implementation of the project, and also on those competencies directly related to commitment to teaching. In the same way, the experience examined the valuation of solidarity and diversity.
- Published
- 2020
- Full Text
- View/download PDF
38. Familias transnacionales, familias inmigrantes: reflexiones sobre su inclusión en la escuela
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María Fernández-Hawrylak and Davinia Heras Sevilla
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Inclusion ,School ,Transnational family ,Educación ,Migración ,Transnationalism ,General Engineering ,Immigrant family ,SOCIOLOGÍA [UNESCO] ,Education ,Familia transnacional ,Familia inmigrante ,Sociology ,Transnacionalismo ,UNESCO::SOCIOLOGÍA ,Escuela ,Inclusión ,Sociología ,Migration - Abstract
El objetivo del presente artículo es describir el impacto que las migraciones tienen en las familias a través de una revisión bibliográfica sobre migración internacional como metodología de trabajo. Se examinaron artículos publicados entre 1998 y 2014 indexados en las bases de datos Web of Science y Scopus. Con el análisis de los artículos seleccionados se construyó un cuerpo teórico desde el cual se presentan los conceptos de familia transnacional, feminización de la migración mundial, concepción de la paternidad, fragmentación de la familia, reagrupación familiar, así como las principales dificultades de las familias migrantes en el país de destino que dan lugar a situaciones de exclusión de los padres y de las/los niñas/os en la escuela. Entre los resultados destaca que, aunque la separación geográfica pueda generar beneficios económicos, estas familias sufren una desestabilización que crea nuevas formas de funcionamiento para mantener sus vínculos y llevar a cabo el cuidado y la educación de los hijos desde la distancia. Como conclusiones se recogen reflexiones e investigaciones en torno a la inclusión de las/los niñas/os inmigrantes en el sistema educativo, y sobre la necesidad de un compromiso con sus familias para apoyarlas en el proceso educativo., In this paper, we describe the impact of migration in the families through a bibliographic review on international migration as our work methodology. We examined the papers published between 1998 and 2014 that are indexed in Web of Science and Scopus databases. A theoretical body was constructed from the analysis of the selected articles, from which we present the concepts of transnational family, feminization of global migration, conception of parenthood, family fragmentation, family regrouping, and the main difficulties of migrant families in the country of destination that lead to situations of exclusion of both parents and children in school. Although a geographical separation can generate economic benefits, these families suffer a destabilization that creates new ways of functioning in order to maintain their links and to carry out the care and education of the children from distance. As conclusions we collect some reflections and researches about the inclusion of immigrant children in the educational system, and about the need for a commitment with their families to support them in the educational process.
- Published
- 2019
39. SCHOOL IMAGES. EXPERIENCES OF DISCRIMINATION AND RESILIENCE
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Iván de Jesús Espinosa Torres
- Subjects
discriminación ,resiliencia ,escuela ,narrativa ,experiencia ,Education - Abstract
This paper presents partial results of an investigation that is currently carried out with young people from the region Altos de Chiapas, in southern Mexico, who relate experiences of discrimination suffered at various stages of their lives. From a biographical-narrative perspective, the authors recover the voices of three young people who reconstruct images of their past to rethink their current life. The images reconstructed as these young people recall their school trajectories make it possible to understand what it means to live in a region marked by gender violence, religious intolerance, homophobia, racism, and discrimination against migrants, as well as by the scarce possibilities of work and economic precariousness in which the majority of its inhabitants remain. In this adverse context, the schools through which these young people went through are presented as spaces for reconstruction and discovery of new options that lead to the transformation of themselves, and that allow them to make decisions that lead them to incorporate themselves into jobs that help them provide support for others. These images, reconstructed by the subjects about themselves during the transit through the classrooms, from empathic and affective relationships, lead them to assume an attitude of resilience and to rethink their own actions as adults, as well as the way in which they relate to others.
- Published
- 2019
- Full Text
- View/download PDF
40. Los gestos de hospitalidad en el oficio de educar.
- Author
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GÓMEZ-RAMOS, DANIEL
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STUDENTS ,ACTING education ,TEACHERS - Abstract
Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
41. que aridez de imaginação pedagógica! pensar a escola além do (im)possível
- Author
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colectivo filosofar con chicxs
- Subjects
Philosophy ,Filosofía ,Educación ,Pedagogías ,Infancias ,Developmental and Educational Psychology ,Escuela ,Imaginación ,Prefiguración ,Education - Abstract
La pregunta que motoriza el presente trabajo es la siguiente: ¿Por qué, a pesar de todos los cambios político-curriculares y didácticos de los últimos tiempos, seguimos sintiendo que la escuela está encorsetada en la reproducción de lo mismo? ¿Acaso nuestra época no está signada por una falta de imaginación pedagógica? Nos preguntamos por la manera en que nuestra imaginación –como facultad de producir representaciones más allá de lo dado– está configurada en la actualidad. Y observamos que a pesar de que se la presenta como una capacidad ilimitada, parece tener demarcaciones muy claras. Creemos que en la actualidad, todavía seguimos muy atados al imaginario pedagógico moderno. Podemos, no obstante, identificar ciertas prácticas que han permitido salir de ese plano de representaciones y romper con ese imaginario establecido, con el campo de lo ya dado, constituyendo gestos de “imaginación pedagógica radical”. Estos gestos inciden en el modo en que se distribuyen las visibilidades y las invisibilidades de lo que logramos o no concebir como posible en el campo educativo. Los interrogantes que nos motivan, lejos de constituir diagnósticos cerrados o concluyentes, pretenden problematizar el campo educativo a través de la desnaturalización de nuestra subjetividad docente y de la dilucidación del modo en que nuestras miradas, nuestras prácticas y nuestros deseos colectivos son configurados en gran medida por dispositivos socio-históricos y por representaciones que se materializan en relaciones y valoraciones educativas verticalistas y adultocéntricas. El aporte principal del presente trabajo consiste en la propuesta de ver en los conceptos de caos-acontecimiento y de prefiguración pedagógica–desarrollados en anteriores trabajos– la posibilidad de movilizar el campo de la imaginación pedagógica de nuestra época hacia otras prácticas educativas posibles, que irrumpan en los dispositivos de la escuela moderna, anticipando en el presente la escuela que deseamos y dando espacio a que sean los propios niños y jóvenes quienes aporten a la configuración de nuevos escenarios educativos posibles. This paper is motorized by the following question: Why, although there have been many changes on curricular policies and didactic designs during the last years, do we continue feeling that the school is still trapped in the reproduction of the same? May our times be signed by the lack of pedagogical imagination? We wonder about the ways in which our imagination-as the faculty to produce representations beyond what `s given-is configured in the present. And we observe that although it is presented as an unlimited faculty, it seems to have clear demarcations. We believe that at present time, we are still tied up to the modern pedagogical imaginary. However, we can identify a few practices that allow us to move from those representations, questioning the established imaginary which give place to what we call gestures of “radical pedagogical imagination”. These gestures have an impact on the way we distribute the visibilities and invisibilities of what we are able or not to consider possible in the educational field. The questions that have motivated us, far from being closed or conclusive diagnostics, pretend to inquire the educational field, through the questioning of our teacher`s subjectivity and the critical analysis of the way in which our perspectives, our practices and our collective desires are configured by sociohistoric devices and representations that are materialized in vertical and adult-centric educational values and relationships. The main contribution of this paper is the proposal of seeing in the concepts of chaos-events and pedagogical-prefiguration –developed during previous papers- the possibility of moving, the field of pedagogical imagination, to other kind of possible educative practices, that can break the devices of modern school, anticipating at the present the school we want, giving place and letting the children and young people to be the ones that contribute to the creation of a new possible educative scenario. A questão que impulsiona o presente trabalho é: Porque, apesar de todas as mudanças político-curriculares e pedagógicas dos últimos tempos, continuamos sentindo que a escola está espartilhada na reprodução do mesmo? Será que a nossa época está marcada por uma falta de imaginação pedagógica? Nos perguntamos pela maneira em que a nossa imaginação -como faculdade de producir representações além do que já foi definido - está configurada na atualidade. E observamos que apesar de ser apresentada como uma capacidade ilimitada, parece ter demarcações muito claras. Acreditamos que na atualidade, continuamos a estar muito ligados aoimaginário pedagógico moderno. Podemos, no entanto, identificar certas práticas que tem permitido abandonar ese plano das representações e romper com ese imaginário estabelecido, com o campo do que já foi definido, constituindo-se, assim, em gestos de "imaginação pedagógica radical." Esses gestos influenciam o modo no qual são distribuidas as visibilidades e invisibilidades do que conseguimos ou não conceber como possível no campo educacional. As questões que nos motivam, longe de se constituirem em diagnósticos fechados ou conclusivos, pretendem problematizar o campo educacional através de desnaturalização da nossa subjetividade docente e da elucidação do modo em que nossos olhares, ,nossas práticas e nossos desejos coletivos são configurados em grande parte por dispositivos sóciohistóricos e por representações que se materializam em relações e avaliações educacionais verticalistas e adultocêntricas. A principal contribuição do presente trabalho consiste na proposta de enxergar nos conceitos de caos-acontecimento e de prefiguração pedagógica – desenvolvidos em trabalhos prévios - a possibilidade de mobilizar o campo da imaginação pedagógica da nossa epoca para outras práticas educacionais possíveis, irrompeendo nos dispositivos da escola moderna, antecipando no presente a escola que desejamos e dando espaço para que sejam as próprias crianças e os jovens quem contribuam na configuração de novos cenários educacionais possíveis.
- Published
- 2017
42. Derivas filosóficas de la educación. Un encuentro con Jorge Larrosa.
- Author
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Giuliano, Facundo, Medina, Martín, Cosentino, Pablo, and Downar, Camila
- Subjects
SCHOOLS ,PHILOSOPHY ,EDUCATION ,MEMORY - Abstract
Copyright of Archivos de Ciencias de la Educacion is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
43. Proyecto escuela: Espacio de paz. Reflexiones sobre una experiencia en un centro educativo
- Author
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José Manuel de Oña Cots and Emilio Andrés García Gálvez
- Subjects
Convivencia ,Cultural Studies ,Sociology and Political Science ,Paz ,Educación ,media_common.quotation_subject ,lcsh:Education (General) ,Education ,Likert scale ,Cultura de paz ,Daily practice ,Pedagogy ,educación para la paz ,escuela ,media_common ,Human rights ,paz ,Art ,Content analysis ,convivencia ,Escuela ,Performance art ,cultura de paz ,educación ,Descriptive research ,lcsh:L ,lcsh:L7-991 ,Cartography ,Educación para la paz ,lcsh:Education - Abstract
Se enmarca esta investigación dentro del Master Interuniversitario de Cultura de Paz, Conflictos, Educación y Derechos Humanos. La finalidad principal de la misma es conocer la situación del Proyecto “Red Escuela: Espacio de paz” en un IES de la provincia de Málaga, por medio de las valoraciones y perspectivas del alumnado que acude al Aula de Convivencia y al análisis de las hojas de incidencia que supervisan los docentes a cargo de este aula. Exponemos una investigación de carácter exploratorio y descriptivo en la que se utilizó tanto la observación no participante, como el análisis de contenidos y un cuestionario con preguntas abiertas, cerradas y de tipo Likert. Los participantes son 206 alumnos repartidos en 1º de ESO (117) y 2º de ESO (89). Los resultados que se muestran corresponden al análisis de algunos ítems y respuestas seleccionadas del cuestionario referidos al Aula de Convivencia y a la hoja de incidencias, categorizadas las causas por las que eran enviados allí en “Interrupciones”, “Violencia”, “Conflicto” o “Falta de respeto”, entre otras. Los datos expuestos nos ofrecen una doble realidad: por un lado los sujetos del estudio parecen tener bien interiorizado el sentido teórico del proyecto, pero a la hora de concretarlo en la práctica diaria, la situación se aleja de lo que debería esperarse de un proyecto de estas características, convirtiéndose en un espacio punitivo y de reducción de conductas, This research started as part of the final project for the Culture of Peace, Conflict, Education and Human Rights Interuniversity Master degree in Malaga. The main purpose of this paper is to describe and to interpret the situation of the Project “Red Escuela: Espacio de Paz” in a high school from Málaga city, through high school students’ conceptions and the analysis of the papers filled out by the students who have been sent to the Coexistance classroom. This is an exploratory and descriptive research in which we use both non-participant observation and content analysis and a questionnaire with open and closed questions, as Likert questions. The 206 participants are divided into 117 students of 1st year and 89 of 2nd year. The results shown belong to the analysis of the questionnaire items related to classroom Coexistence, focused on categories such as "Interruptions", "Violence", "Conflict" or "Disrespect". The presented data show a double reality: first students appear to have so internalized the theoretical sense of the project, but at the time, when these attitudes are expected to be included in daily practice, the situation is far from what should be got of a project of these characteristics
- Published
- 2016
44. Area-Based Initiatives in England: Do They Have a Future?
- Author
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Alan Dyson, Kirstin Kerr, and Carlo Raffo
- Subjects
mangelnde Leistung ,underachievement ,poverty ,priority area ,school ,Armut ,Psychological intervention ,English education ,Education ,zona prioritaria ,Arts and Humanities (miscellaneous) ,Order (exchange) ,school-community relation ,Schwerpunktgebiet ,Sociology ,Empirical evidence ,Disadvantage ,escuela ,soziale Ausgrenzung ,exclusión social ,Schule ,pobreza ,business.industry ,social exclusion ,Public relations ,bajo rendimiento ,relación escuela-comunidad ,Beziehung Schule-Gemeinwesen ,business ,Limited resources - Abstract
Education-focused area-based initiatives (ABIs) are attempts to vary the forms of provision and practice that are typical within an education system in order to respond to what are held to be the particular challenges of particular places. They have been used extensively in English education policy as a means of tackling educational disadvantage. This paper reviews the history of their use, but argues that their effects have been mixed at best. Critics have pointed out that ABIs have been based on inadequate analyses of local contexts, have deployed limited resources, and are incapable of tackling the socio-structural origins of disadvantage. However, the paper describes some “new style” ABIs which seem to overcome some of these criticisms. Although there is still only limited empirical evidence on these new ABIs, this paper outlines a theoretical basis for their likely effectiveness as part of a wider range of interventions. Las iniciativas territoriales en lo que se refiere a la educación (ABIs) intentan diversificar los tipos de prácticas y de formación en cada sistema educativo para responder a los desafíos propios a cada territorio. Se utilizaron ampliamente esos dispositivos en Inglaterra para luchar contra las desigualdades escolares. Este artículo vuelve a presentar el historial de esos dispositivos y en el mejor de los casos hace un balance mitigado de sus efectos. Algunos critican el análisis insuficiente de los contextos locales que originaron dichos dispositivos, su falta de recursos y su incapacidad para analizar las bases socioestructurales de las desigualdades. Sin embargo, este artículo presenta un nuevo estilo respecto a esas iniciativas territoriales que parecen disipar algunas críticas. Pese a carecer de distanciamiento empírico respecto a esas nuevas iniciativas, este artículo expone los fundamentos teóricos de su probable eficacia en el marco de un abanico más amplio de dispositivos. Bei territorialen Erziehungsinitiativen (ABIs) versucht man, die Praktiken und Ausbildungen im Schulsystem zu diversifizieren, um sich den gebietseigenen Herausforderungen zu stellen. Diese Initiativen wurden im Kampf gegen erzieherische Ungleichheiten in England weitgehend benutzt. Dieser Artikel bietet einen Überblick über ihre Geschichte an und betont, dass die Ergebnisse im besten Fall nur sehr gemischt waren. Kritiker meinen, dass sich ABIs auf eine unangemessene Analyse der Lokalkontexte gestützt haben, dass es ihnen an Ressourcen gemangelt hat, und dass es ihnen unmöglich war, die soziokulturelle Herkunft der Ungleichheiten zu erfassen. Trotzdem beschreibt dieser Artikel ABIs neuen Stils, die anscheinend manche Kritik meistern. Obwohl es noch nur begrenzt empirische Beweise über diese neuen ABIs gibt, beschreibt der Artikel eine theoretische Basis für ihre mögliche Effizienz in einem breiteren Bereich.
- Published
- 2012
45. Love Practices in the Colombian School during the First Half of the Twentieth Century: Notes for a History of Feminine Love
- Author
-
Claudia Ximena Herrera Beltrán
- Subjects
Amor femenino ,escuela ,emociones ,educación de los sentimientos ,Education - Abstract
In Latin America women increasingly detach themselves from feminine representations produced by certain discourses of modernity. However, unequal relations, binary constructions of sex and gender, and exclusion whenever there is any sign of resistance are still signs of contemporaneity. In response to this situation, this research paper shows, through an archaeological and genealogical study, how love, as a feeling and emotion, was a subject of education for girls in the Colombian school during the first half of the twentieth century. In that sense, the author reflects upon emotions, feelings and discourses, and reveals how society shaped practices and legitimized truths that, even today, define both men’s and women’s nature.
- Published
- 2016
46. Notes for a Genealogy of Dress Codes and Aestheticizing Technologies in the Colombian School
- Author
-
Alexánder Aldana Bautista
- Subjects
Uniformes escolares ,presentación personal ,tecnologías de producción corporal ,utopía estética escolar ,subjetivación ,escuela ,Education - Abstract
This article shows an analysis of the schoolchild’s construction from a series of aestheticizing technologies that constitute a child’s body in which the aesthetic utopia of modern school is inscribed. The paper, derived from an archaeological–genealogical research about school uniform and dress codes in the Colombian school during the late twentieth century and the early twenty– first century revolves around the following questions: What enabled the emergence of some discourses about school bodies, appropriate appearance and attire in the Colombian school? How did the school subject became a properly uniformed, seemly, neat, respectful and beauty person?
- Published
- 2016
47. Educación y Cultura-red. Potencias y contradicciones para una transformación necesaria
- Author
-
Zafra Alcaraz, Remedios and Universidad de Sevilla. Departamento de Didáctica de la Expresión Musical y Plástica
- Subjects
Digital industries ,School ,Internet ,Espacios ,Cultura ,Educación ,Culture ,Spaces ,Transformación ,Época ,Education ,Time ,Transformation ,Knowledge ,Conocimiento ,Industrias digitales ,Escuela - Abstract
Este artículo parte de la siguiente hipótesis: la transformación que Internet opera en el mundo acentúa la necesidad de una gran transformación educativa. La inercia de la tradición y el posicionamiento de sus viejas formas de conocimiento parecen reforzar un profundo desajuste entre lo que la sociedad requiere y lo que la educación proporciona; un desajuste que Internet contribuye a acelerar. Sin embargo, lo que nos interesará aquí no serán las cuestiones instrumentales que se desprenden del uso de Internet, sino las cuestiones derivadas de la transformación en las formas de crear conocimiento y de pensarnos en un mundo en red. Para reflexionar sobre ello, este artículo pretende hacer un recorrido por algunos de los nodos más significativos que definen la cultura contemporánea en relación a Internet, así como por sus posibles consecuencias para la educación; teniendo en cuenta que a los problemas clásicos y estructurales del actual sistema educativo se suma hoy la complejidad de habitar un mundo conectado. Un mundo donde el poder de creación de conocimiento, pero también de identidad y de subjetividad, parece delegarse cada vez más en las industrias digitales. En este sentido, nos interesará pensar en el posible efecto de homogeneización y poder que se esconde en estas dinámicas de delegación que afectan a las expectativas vitales de las personas. Cuestiones como las que siguen serán claves para establecer deducciones a este respecto e indagar en las condiciones de transformación social y educativa de una sociedad conectada. Así pues nos preguntaremos por: la relación de la velocidad con las nuevas formas de escritura y pensamiento online (la vida en “presente continuo”); las repercusiones de la intersección de esferas de producción y consumo en Internet; la erosión de esferas pública y privada; la convergencia derivada de la cultura amateur en la red; y la transformación en las formas de producción subjetiva e identitaria a través de la tecnología en relación a los nuevos vínculos de “lo colectivo”. Reflexionar sobre estas claves se plantea aquí como un paso necesario para, en primer lugar, problematizar el contexto al que en este artículo denominaremos “cultura-red”; y en segundo lugar, para hacer reflexivas sus contradicciones y las formas de vida que se derivan de la socialización de Internet, y en ella, de su potencia educativa., This paper is based on the following hypotheses: Internet transformation operates in the world emphasizes the need for an educational transformation. The inertia of tradition and the positioning of their old ways of knowing seem to reinforce a profound mismatch between what society requires and what the education provided; a mismatch that Internet helps speed. However what interest us here will not be the instrumental issues, but issues arising from the transformation in the ways of creating knowledge and think ourselves in a networked world. To think about it, this paper will take a tour of some of the most significant nodes that define contemporary culture in relation to the Internet, given the complexity of living in a connected world adds to the classic structural problems of the present education system. A world where the power of knowledge creation, identity and subjectivity seems delegated to the creative industries increasingly. Therefore, we want to reflect on the possible effect of homogenization and power hidden in these dynamics delegation affecting people's life chances. Issues such as the following will be key to inquire into the conditions of social and educational transformation of a connected society: the influence of speed on the new forms of writing and thinking on-line (“to be going"); the impact of the intersection of spheres of production and consumption on the Internet; the erosion of public and private spheres; convergence resulting from the amateur culture in the network; and transformation in the forms of subjective and identity through technology in relation to the new links "collective production”. Reflecting on these keys is a necessary step, first, to problematize this context, which in this article call "network-culture"; secondly, to make thoughtful possible contradictions and ways of life that are derived from the socialization of the Internet, to make thoughtful educational power of the network., Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada
- Published
- 2015
48. Education and network-culture: Powers and contradictions to required transformation
- Author
-
Zafra Alcaraz, Remedios and Universidad de Sevilla. Departamento de Didáctica de la Expresión Musical y Plástica
- Subjects
Internet ,knowledge ,Educación ,transformation ,school ,digital industries ,espacios ,cultura ,época ,Education ,culture ,transformación ,industrias digitales ,spaces ,time ,conocimiento ,escuela - Abstract
Este artículo parte de la siguiente hipótesis: la transformación que Internet opera en el mundo acentúa la necesidad de una gran transformación educativa. La inercia de la tradición y el posicionamiento de sus viejas formas de conocimiento parecen reforzar un profundo desajuste entre lo que la sociedad requiere y lo que la educación proporciona; un desajuste que Internet contribuye a acelerar. Sin embargo, lo que nos interesará aquí no serán las cuestiones instrumentales que se desprenden del uso de Internet, sino las cuestiones derivadas de la transformación en las formas de crear conocimiento y de pensarnos en un mundo en red. Para reflexionar sobre ello, este artículo pretende hacer un recorrido por algunos de los nodos más significativos que definen la cultura contemporánea en relación a Internet, así como por sus posibles consecuencias para la educación; teniendo en cuenta que a los problemas clásicos y estructurales del actual sistema educativo se suma hoy la complejidad de habitar un mundo conectado. Un mundo donde el poder de creación de conocimiento, pero también de identidad y de subjetividad, parece delegarse cada vez más en las industrias digitales. En este sentido, nos interesará pensar en el posible efecto de homogeneización y poder que se esconde en estas dinámicas de delegación que afectan a las expectativas vitales de las personas. Cuestiones como las que siguen serán claves para establecer deducciones a este respecto e indagar en las condiciones de transformación social y educativa de una sociedad conectada. Así pues nos preguntaremos por: la relación de la velocidad con las nuevas formas de escritura y pensamiento online (la vida en “presente continuo”); las repercusiones de la intersección de esferas de producción y consumo en Internet; la erosión de esferas pública y privada; la convergencia derivada de la cultura amateur en la red; y la transformación en las formas de producción subjetiva e identitaria a través de la tecnología en relación a los nuevos vínculos de “lo colectivo”. Reflexionar sobre estas claves se plantea aquí como un paso necesario para, en primer lugar, problematizar el contexto al que en este artículo denominaremos “cultura-red”; y en segundo lugar, para hacer reflexivas sus contradicciones y las formas de vida que se derivan de la socialización de Internet, y en ella, de su potencia educativa This paper is based on the following hypotheses: Internet transformation operates in the world emphasizes the need for an educational transformation. The inertia of tradition and the positioning of their old ways of knowing seem to reinforce a profound mismatch between what society requires and what the education provided; a mismatch that Internet helps speed. However what interest us here will not be the instrumental issues, but issues arising from the transformation in the ways of creating knowledge and think ourselves in a networked world. To think about it, this paper will take a tour of some of the most significant nodes that define contemporary culture in relation to the Internet, given the complexity of living in a connected world adds to the classic structural problems of the present education system. A world where the power of knowledge creation, identity and subjectivity seems delegated to the creative industries increasingly. Therefore, we want to reflect on the possible effect of homogenization and power hidden in these dynamics delegation affecting people's life chances. Issues such as the following will be key to inquire into the conditions of social and educational transformation of a connected society: the influence of speed on the new forms of writing and thinking on-line (“to be going"); the impact of the intersection of spheres of production and consumption on the Internet; the erosion of public and private spheres; convergence resulting from the amateur culture in the network; and transformation in the forms of subjective and identity through technology in relation to the new links "collective production”. Reflecting on these keys is a necessary step, first, to problematize this context, which in this article call "network-culture"; secondly, to make thoughtful possible contradictions and ways of life that are derived from the socialization of the Internet, to make thoughtful educational power of the network
- Published
- 2015
49. Enseñanza filosofante. Una perspectiva transescolar.
- Author
-
Belén Bedetti, María, Susana Morales, Laura, and Laura Medina, María
- Abstract
Copyright of Cuestiones de Filosofia is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2019
- Full Text
- View/download PDF
50. About Indispensable or Irreplaceable People in School Management: Perspectives and Possible Addresses in Current Institutional Contexts. Rosario, Argentina, 2004-2014
- Author
-
José A. Tranier
- Subjects
escuela ,gestión ,imprescindibles ,irremplazables ,Education ,Special aspects of education ,LC8-6691 - Abstract
In this paper, we will try to ask about the relationship between the new social and political logics that took place in the early twenty first century in Argentina and its ways of re translation into concrete educational practices performed by teachers at school. In order to reach this, we proposed a critical hermeneutic approach based on the telling of some experiences and participant observations of many different actors and, also, from the universe of the practices that, throughout the contributions of critical authors, let us identify some underlying meanings regarding particular ways of management at school. In few words, we were interested in try to link the educational processes that took place throughout the recent history at schools and its changes deployed in that specific, complex, social and political context.
- Published
- 2014
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