7 results
Search Results
2. 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
3. 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
4. Dewey e la politica scolastica italiana: le proposte di riforma di Scuola e città (1950-1960)
- Author
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Andrea Mariuzzo
- Subjects
Politica scolastica ,History ,Scuola e città ,Attivismo pedagogico ,Dewey, John ,Sociology and Political Science ,media_common.quotation_subject ,Education ,Comprehensive school ,política de la educación ,Pedagogy ,Italia repubblicana ,Sociology ,Curriculum ,Centralized government ,escuela ,media_common ,Government ,Ernesto Codignola ,Authoritarianism ,Legislature ,Secular education ,John Dwey ,Italia ,Democracy ,Philosophy ,innovación pedagógica - Abstract
The paper analyses the role of Ernesto Codignola’s «Florence School of Pedagogy» in the renewal of Italian democratic and secular education after World War II, particularly its commitment to the diffusion of John Dewey’s educational thinking across Italy, previously dominated by the influence of traditional neo-idealism. Through a systematic analysis of the journal Scuola e Città, the group’s mouthpiece, the paper highlights the importance of Dewey’s ideas in the elaboration of educational policy proposals and potential legislative measures for school reform. It analyses the extent to which the «Deweyan laboratory» in Florence contributed to the emergence and foundation of the positions held by one of its exponents, Ernesto Codignola’s son Tristano – the Italian Socialist Party’s Education minister, in the parliamentary debate of the Sixties. The paper focuses on three main themes: (i) assessment of the government’s primary school curricula, drawn up in the mid-fifties, characterized by an overhaul of the existing educational practices, which Scuola e città authors considered to be insufficient and contradictory; (ii) universal access to a junior secondary education along the lines of the comprehensive school model to guide the active stimulation of students’ abilities and interests; and (iii) school administration reform in response to the persistence of pre-war centralism and the authoritarian character of traditional Italian pedagogy.
- Published
- 2016
5. Aulas multiculturales y aulas de paz. Dos propuestas para un país en posconflicto
- Author
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José Ignacio Bolaños Motta
- Subjects
Peace ,education ,LC8-6691 ,Paz ,paz ,school ,multiculturalismo ,educação ,General Medicine ,historia ,Journal History of Latín American Education ,história ,escola ,Special aspects of education ,revista historia de la educación latinoamericana ,Education ,Revista Historia de la Educación Latinoamericana ,multiculturalism ,history ,educación ,Revista História da Educação Latino-americana ,escuela - Abstract
RESUMEN En este artículo de reflexión se dimensionan algunos de los sentidos misionales de la educación colombiana a inicios del siglo XXI, no sin antes generar una reflexión histórica enfocada al ámbito de los fenómenos educativos, realizada desde una perspectiva histórico-crítica, acerca de la manera como se han construido formas de ciudadanía en el país. Lo anterior se ubica en la perspectiva, quizás utópica, de una cultura para la paz a partir de considerar los términos de una política de posconflicto. Asimismo, se intenta repensar el imaginario ciudadano desde una perspectiva histórica por medio de una indagación bibliográfica y documental, encontrándose dos propuestas en torno a la educación nacional: la primera consiste en que se ha de preparar a la escuela colombiana para realizar una propuesta de naturaleza multicultural. Y la segunda se postula desde el método como la condición multicultural ha de apuntalar una perspectiva de paz. Luego de presentadas estas ideas, se espera evidenciar que existe la posibilidad de unir las dos tendencias políticas de escuela colombiana, a modo de una sola propuesta por la cual, desde la comprensión de la diferencia, en diversas instituciones se propicien las habilidades sociales concernientes a la generación de una cultura para la paz. ABSTRACT This reflection paper exposes some of the missionary senses of the Colombian education at the beginning of the 21st century. In the first instance, a historical and critical reflection on educational phenomena is carried out in order to understand the citizenship types built in the country. This is perhaps a utopian perspective of a culture for peace based on considering the terms of a post-conflict policy. According to the above, we attempt to rethink the citizen's imaginary from a historical perspective by means of a bibliographic and documentary inquiry, from which two proposals regarding the national education emerge: the first one claims that the Colombian school must be prepared to make a proposal of multicultural nature. The second one, postulated from the method, as the multicultural condition that must reaffirm a perspective of peace. With the presentation of these ideas, we hope to evidence the possibility of joining the two political tendencies of the Colombian school in a single proposal that, from the understanding of the difference, foster the social skills necessary for the generation of a peace culture. RESUMO Neste artigo de reflexão se dimensionam alguns dos sentidos missionários da educação colombiana em inícios do século XXI, não sem antes gerar uma reflexão histórica focada no âmbito dos fenômenos educativos, realizada a partir de uma perspectiva histórico-crítica sobre a maneira como foram construídas formas de cidadania no país. Isto está localizado em uma perspectiva, talvez utópica, de uma cultura para a paz a partir do que se considera o fim de uma política pós-conflito. Assim mesmo, objetiva repensar o imaginário cidadão desde uma perspectiva histórica por meio de uma indagação bibliográfica e documental, encontrando-se duas propostas em torno da educação nacional: a primeira consiste em que se há de preparar a escola colombiana para realizar uma proposta de natureza multicultural. E a segunda se postula desde como o método como a condição multicultural deverá sustentar uma perspectiva de paz. Logo que apresentadas estas ideias, se espera evidenciar que existe a possibilidade de unir as tendências políticas da escola colombiana, através de uma única proposta por meio da qual, desde a compreensão da diferença, em diversas instituições se desenvolvam as habilidades sociais concernentes à geração de uma cultura para a paz.
- Published
- 2018
6. Childhood at school: A story of control, influence and developing
- Author
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Cruz Puerto, Melissa Estefanía
- Subjects
School ,History ,Educación ,Escuela ,Historia ,Development ,Desarrollo ,Childhood ,Niñez ,Education - Abstract
Dos de las características más relevantes en la actualidad es el gran valor social y político que se le ha dado a la educación como motor de pro-greso y cambio a nivel socio-económico, junto con la gran relevancia que se la ha brindado a la rea-lidad infantil dentro de la sociedad, en especial dentro la familia. Esto es producto de un desa-rrollo histórico y político de nociones e ideologías que responden a necesidades políticas y económi-cas particulares. Este escrito se estructura como una revisión teórica de diferentes posturas y de-bates, con el fin de brindar una reflexión peda-gógica en torno a la construcción socio-cultural del concepto de niño dentro de la educación y la escuela. Por lo cual surge la necesidad de indagar acerca del momento histórico que está viviendo la educación y la niñez; las necesidades y desafíos a superar. There exist two relevant characteristics at the present time, in particular, the great social and political value has been given to education in order to lead as well progress as socio-economic changes together with the great importance of childish fo-cused on families given by society. It is important to realize, results were obtained from historical and. Political development of concepts and philosophies which have responded to specific economic and po-litical needs. This research paper is structured as a theoretical review from different views and argu-ments in order to provide a pedagogical reflection on the socio-cultural construction of childhood the-ories not only education but also institutions. To point out, it is necessary to conduct researches on the current historical events where childhood and education are regarded like main subjects in the same way challenges which can be achieved.
- Published
- 2015
7. Teoría y práctica del cine educativo en España (1895-1923)
- Author
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Fernando Camarero Rioja
- Subjects
education ,school ,cine ,documental ,lcsh:DP1-402 ,éducation ,historia ,lcsh:History of Spain ,documentary ,histoire ,école ,documentaire ,cinema ,General Earth and Planetary Sciences ,cinéma ,history ,educación ,escuela ,General Environmental Science - Abstract
Dans les premières années du xxe siècle, nombreuses étaient les propositions théoriques pour l'utilisation de films éducatifs en Espagne, mais seules certaines seront mises en pratique, avec peu de continuité. La société était consciente de l’importance du film dans l'enseignement, mais presque personne n'a pris la responsabilité de la mise en œuvre. Les initiatives sont venues, essentiellement, de particuliers ou d'associations privées. Les dispositions ministérielles ne sont pas appliquées, surtout à cause de problèmes économiques. Dans cet article, nous allons présenter un relevé des propositions théoriques les plus intéressantes. In the early years of the twentieth century, there were many theoretical proposals for the use of educational films in Spain, but only some will be put into practice, with little continuity. The society was aware of the importance of film in education, but almost no one took responsibility for implementation. Initiatives came mainly from private individuals or associations. Ministerial provisions are not applied, mainly due to economic problems. In this paper, we present a summary of the most interesting theoretical propositions. En los primeros años del siglo xx hubo muchas propuestas teóricas para la utilización del cine educativo en España, pero muy pocas se llevaron a la práctica y sin apenas continuidad. La sociedad era consciente de la utilidad del cine en la enseñanza, pero casi nadie asumió la responsabilidad para su implantación. Las iniciativas partieron sobre todo de particulares y asociaciones privadas. Las disposiciones ministeriales para equipararse a los demás países no se cumplieron, siempre por problemas económicos. En este artículo vamos a destacar las propuestas teóricas más interesantes que se formularon.
- Published
- 2013
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