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Undergraduate teaching in international relations (IR) primarily focuses on state-centric topics of sovereignty, anarchy, and power politics, its dominant theories governed by Western interests. However, the implementation of decolonial pedagogies requires more than simply "adding" non-Western theories to curricula. The myth of Europe must be ruptured, revealing its idealized and partisan foundations, uncovering knowledges from the interstices. This article contributes to the pedagogic literature by exploring attempts to decenter the discipline, evaluating teaching practice and syllabus design in three IR undergraduate modules. Drawing on thirty-five semi-structured interviews with lecturers and students, it argues that students benefit from the introduction of decolonial pedagogies, developing broader curricula knowledge, and, crucially, epistemic criticality. Despite these benefits, implementing decolonial praxis in 12-week modules can be challenging. The article suggests starting-points for lecturers seeking to decenter their teaching, calling for pedagogies of decoloniality to be implemented at a departmental level, with faculty and institutional support. [ABSTRACT FROM AUTHOR]

Why do scholar–teachers use simulations? This study presents an analysis of simulation goals in peer-reviewed simulations published over the past 20 years. The scholarship of teaching and learning emphasizes that educational goals are an essential first step in designing simulations. The flexibility of simulation designs allows the formulation of a variety of content-based, skill-based, and emotion-based goals. However, which of these goals are more prevalent in published simulations of political science and international relations? Is there a change in the stated simulation objectives over time? And do scholar–teachers outline simulation goals in the first place? This study answers these questions by collecting and analyzing data on the stated simulation objectives in a random sample of eighty-seven simulations published in the Journal of Political Science Education (2005–2021), International Studies Perspectives (2000–2021), and PS: Political Science and Politics (2000–2021). The key finding is that the simulation community is doing well and, over time, is making progress in outlining and diversifying the intended learning outcomes of simulations. What is still needed, however, is a greater recognition of the emotional impacts of simulations and their potential to advance not only student substantive knowledge but also their skills and emotional experiences, with all three in the same simulation design. [ABSTRACT FROM AUTHOR]

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Copyright of Pedagogía y Saberes 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.)

Copyright of Pedagogía y Saberes 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.)

Copyright of Apotheke is the property of Universidade do Estado de Santa Catarina 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.)

Copyright of Apotheke is the property of Universidade do Estado de Santa Catarina 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.)

Para nadie es un secreto que la Nueva Escuela Mexicana abrevó y retomó de algunos aspectos pedagógicos ya presentes en nuestro país desde el siglo pasado. Sin embargo, uno de los problemas que ha enfrentado el actual modelo educativo es la formación docente. El obstáculo mayor reside, por lo menos en la UPN 321, nuestro “lugar social”, desde donde hacemos dicho planteamiento, es en el plano de lo curricular y el abordaje adecuado desde la enseñanza y didáctica de la historia en la Licenciatura en Pedagogía y la Licenciatura en Intervención Educativa, que son por lo menos los programas presenciales más importantes desde donde se pueden observar tales problemas de manera más evidente. El presente trabajo tiene por objetivo abordar, analizar e interconectar las prácticas educativas desde la perspectiva de formación de pedagogos en relación a la formación docente, así como detectar y poner sobre la discusión los posibles derroteros que se necesitan para la adecuación curricular de las dos licenciaturas upeneanas.

El presente artículo recoge las reflexiones que surgieron del Diplomado de Investigación Educativa, en especial del encuentro dirigido por el Dr. Miguel Ángel Maldonado García titulado “Estrategias y Metodologías de investigación en el marco de la Investigación Educativa”, junto con la exploración de la idea inicial de investigación que se enmarca en el proyecto de tesis doctoral en Ciencias de la Educación de la Universidad Nacional de la Plata/Argentina - UNLP, en torno a la idea de la Pedagogía para la Paz y su campo de estudio, que es la Educación para la Paz, como un área que está en continuo dinamismo y evolución. Este acercamiento, pretende indagar en las posturas críticas en torno a la idea de paces desde el contexto regional, en especial el enfoque decolonial y la implementación de la ley 1732 del 1 de septiembre de 2014, por la cual se establece la Cátedra de la Paz en todas las instituciones educativas de Colombia. Teniendo presente lo anterior, se busca poder fundamentar y construir una propuesta, que sirva como enfoque pedagógico decolonial, encaminada a educar para la paz y crear una cultura de ella en América Latina y en especial en Colombia y así mismo, que brinde la posibilidad de mejorar las prácticas de enseñanzas actuales en la implementación de la Cátedra de la Paz en las instituciones educativas del país.

El concepto de ‘Pedagogías salvajes’ parece un oxímoron a primera vista. Quizás porque en Pedagogía hemos heredado cierta preferencia por lo cultivado, lo planificado, lo civilizado y lo domesticado, no es de extrañar que nuestras percepciones entren en conflicto con lo indómito o incluso con lo espontáneo, que son algunos de los atributos con que hemos definido a lo “salvaje” como un símil de lo que también yace falto de educación. Sin embargo, acotando entre un total de seis bases de datos (Education Resourcer Information Center (ERIC), Dialnet, Scopus, Web of Science (WoS), Scielo y ProQuest), se pudo comprobar que los vínculos entre la Pedagogía y lo salvaje se han actualizado recientemente en Educación Ambiental a partir del concepto de “Wild Pedagogies”. Una forma que emerge entre la literatura de Ciencias Sociales en inglés y que busca dar protagonismo a otras voces más-que-humanas para romper así con los estereotipos que han sido promovidos por las culturas occidentales y el statu quo en cuanto a la instrumentalización de la naturaleza en tiempos de paradigmas con predominancia antropocéntrica. Con ello, sus bases relacionales priorizan enfoques menos centrados en el ser humano y dicen dar paso a nuevas ontologías en educación. Este trabajo se sitúa dentro de la contextura educativo-ambiental que le da cobijo y significación teórica al término originario, además de ser una propuesta de reflexión para la Teoría de la educación como un análisis bibliográfico que converge con el nicho de reflexiones que se extraen de las que son sus seis piedras angulares hasta el año 2022: (#1) Co-profesor; (#2) La complejidad, lo desconocido y la espontaneidad; (#3) Localización de lo salvaje; (#4) Tiempo y práctica; (#5) Cambio socio-cultural; (#6) Construyendo alianzas y Comunidad Humana; y hasta el año 2024: (#7) Aprender a amar, cuidar y ser compasivo; y (#8) Ampliar la imaginación.

Olhar para escola como um espaço de ensino e aprendizagem alinear nos posiciona em lugares que vão contra a lógica hegemônica que historicamente se perpetua nas instituições educacionais. Dessa forma, adotando visões de coloniais, buscamos, nesse artigo, refletir sobre a disciplina Metodologia de Ensino de Matemática do curso de Pedagogia do Instituto Nacional de Educação de Surdos, que tem como objetivo formar profissionais, de forma presencial e a distância, para atuarem na educação de estudantes Surdos, seja num cenário bilíngue ou de inclusão. Assim, trazemos como metodologia, a pesquisa Narrativa devido as suas características de atravessamento que nos permitem olhar para experiências educacionais como objetos de pesquisa e através deles construir conhecimentos na área educacional. Assim, apresentamos reflexões sobre abordagens trabalhadas na formação docente a partir da premissa de que a Educação de Surdos se tornou uma modalidade de ensino e isso demanda olhares específicos para as metodologias e estratégias de ensino.

Se explora la transformación del rol docente en la era de la inteligencia artificial y las tecnologías de la información. Se presentan algunas perspectivas sobre el papel de la educación en determinados contextos, y brevemente, la posición de la academia, a modo de encontrar una perspectiva hacia la dirección de la educación en tiempos de la inteligencia artificial, ante el incremento de las distintas modalidades de clases como pueden ser las sincrónica y la asincrónica, o el modelo híbrido (presencial y virtual), aparecen diversas formas de ir entendiendo la enseñanza-aprendizaje de la contemporaneidad, y que resulta importante, generar interrogantes sobre ¿Cómo se debe desarrollar la educación en el siglo XXI?

O presente artigo tem como escopo a análise da interconexão dos direitos humanos “achados nas ruas”, e a ética proposta pelo pedagogo brasileiro Paulo Freire, cuja obra tem como fio condutor a busca de liberdade para os “oprimidos sociais”. O estudo envolveu uma revisão narrativa de literatura, no sentido de checar as aproximações possíveis entre a “ética universal do ser humano” de Freire e uma perspectiva libertária de direitos humanos, cujas práticas jurídicas associadas sejam comprometidas com a transformação social, tendo em vista a necessária superação da desigualdade, da fome e da miséria, que diminuem as chances de vida de milhares de brasileiros. Verifica-se que a ética freireana fornece ao operador do direito e à sociedade brasileira, como um todo, ferramentas para a reflexão acerca da injustiça social, na medida em que defende a construção de um mundo igualitário, com liberdade e dignidade para todos.

Copyright of European Journal of Social Work is the property of Taylor & Francis Ltd 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.)

This paper revises the paradigm shift in the educational policy of the New Mexican School (in Spanish, Nueva Escuela Mexicana or NEM ), whose intention is to reverse the neoliberal orientation that prevailed since the end of the last century until the previous federal government. For this purpose, the paper explores the elements of the pedagogies from the Southern part of the continent as a theoretical and ideological referent of the new approach to education in Mexico. Subsequently, it addresses three substantial lines of the NEM : the revalorization of teachers through the Unit of the System for the Career of Teachers, the National Commission for the Continuous Improvement of Education, and the implementation of the 2022 Study plans and programs for basic education. It can be concluded that there have been many challenges for the outgoing government that must be addressed by the new one, but it is complicated to modify in a short period a change of such dimension, in addition to the fact that we don't have until now a comprehensive evaluation system to measure its achievements. [ABSTRACT FROM AUTHOR]

The present work intends to present aspects of education today, it discusses the proposals for permanent education and the challenges in the technological era, contemporary pedagogy inside and outside the school and its role in non-school spaces. It is theoretically based on Paulo Freire (2018), Werneck (2019) and Paiva Neto (2024), among others. This work is justified from the moment in which the aspects of valuing education and family participation within the teaching process are discussed and intends, therefore, to serve as a parameter for parents who will be able to become aware of their role in their children's learning. Being a bibliographical research, it was developed from theoretical-bibliographical study. [ABSTRACT FROM AUTHOR]

The present study aimed to analyze the importance of hospital pedagogy for the professional and the user, and how the practices of this professional can be incorporated into the hospital environment, promoting the continuity of the child's learning. This is a narrative review of the literature, with a search in scientific articles, a free search on the internet and in books. The results reveal that in the degree in pedagogy, there are several paths that can be followed, including hospital pedagogy. It is important to apply pedagogy in hospital spaces, as it is from this that the right to education is practiced. When the student is limited due to illness, it allows the inclusion of the school routine in the hospital space. In this way, it is possible to understand that hospital pedagogy aims to continue the school life of children and adolescents who require repeated hospitalization, in addition to generating exercises that contribute to the preparation of the sick student and that support them during the phase in which they are hospitalized. Thus, the role of hospital pedagogy was debated, verifying the impasses of hospitalized students, and elements that may contribute to the students' perception and recovery from the illness. The essence of hospital pedagogy is to provide assistance and provide humanized emotional support, whether for the patient or their relatives. Therefore, the aforementioned work discusses the performance and methods of the pedagogy professional in the hospital area, as a way of guaranteeing the right to education for all. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

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Post-Colonialism has proved to be challenging for students studying the Global South especially in the United States. Books like Edward Said's Orientalism have proved difficult to read. Bringing in Sci-Fi movies would assist students in their search for understanding. This article hopes to illustrate the Post-Colonial themes in three movies: Soylent Green, Invasion of the Body Snatchers, and Planet of the Apes. These movies discuss the process of colonisation and decolonisation: invasion, domination, exploitation, self-governance, and then revitalisation. The movie Planet of the Apes shows the process of colonialisation through dehumanisation. For instance, the character Taylor is given the name 'Bright Eyes', a name you give to a pet. Here, the colonizer alters the environment, culture, beliefs, and identity of the colonized through a process of dehumanisation. Similarly, in the movie Invasion of the Body Snatchers, humans must join the alien race as a way to advance themselves. This 'civilization process' is the justification for colonisation and leads to the destruction of earth's entire indigenous population by destroying their identity. Lastly, Soylent Green is about the recovery of self, exercising cultural revitalisation through ceremony. Specific scenes that display this is the sharing of a meal using ingredients from a past life as well as Saul's assisted suicide. Recalling the past in this manner helps to find, and then retain, an identity ostensibly lost to changes in power relations brought on by colonialisation. Thorn, the main character, then exposes the fact that soylent, the main food supply for the poor, is human meat. Hence, revitalisation and resistance are tied together, as working to recover a lost identity is a clear threat to the prevailing Eurocentric order. Thus, bringing in Sci-Fi movies might help facilitate the process of teaching Post-Colonial perspectives. [ABSTRACT FROM AUTHOR]

This work is part of a larger investigation that aimed to know the understandings of peasant high school students about the process of learning assessment in the area of natural sciences. Within the scope of this essay, the objective was to know the historical elements present in the evaluation practices developed by teachers. To achieve this, a bibliographic research was carried out, with a qualitative approach. The results showed that, over time, the assessment of learning and its procedures have been influenced by different pedagogical tendencies, which have been accentuated in each era, demarcating ideologies of education, teaching and learning. Despite the advances that have occurred in the last three decades, nowadays, the assessment of learning is still surrounded by challenges and is strongly influenced by school exams, so that, through this research, it was possible to identify that there are distances in relation to the evaluation practices developed and the legal determinations. It is concluded that it is important to know the historical aspects that involve the evaluation of learning, recognizing the contributions of the different pedagogies to the evaluation processes developed today. [ABSTRACT FROM AUTHOR]

This study explores journalism students' responses to hazards and hostility in the profession within a Safety of Journalists course. The research uses focus group interviews, field notes, study diaries, written tasks, and Teams' chat logs of 11 students. Students' reactions to the hazards highlight the importance of awareness for finding solutions and developing resilience. Proposed solutions include fostering self-assurance, enhancing interpersonal communication, setting boundaries to prevent burnout, and recognizing the significance of workers' rights. However, finding some solutions was hindered by students' experiences of media organizations neglecting worker well-being. [ABSTRACT FROM AUTHOR]

This work represents Paulo Freire's contributions to pedagogical practices in early education, whose objective is to present the potential of dialogical relationships for pedagogical practice, for the educator and children. The research question is guided by investigating the dialogic conditions and possibilities of babies and childrens in Early Childhood Education. The methodological approach is configured as a theoretical text, using the premises of the Sociology of Childhood corroborating the perspectives of Paulo Freire. We found that dialogical relationships in childhood go beyond oral language, as they comprise multiples languages, in which babies and children express their feelings, experiences, frustrations, wishes, emotions and interests. The educator, when contemplating the multiples languages of children in dialogical relationships based on sensitive listening and attentive looking, will ensure a humanizing and democratic education that values and respects the student and their knowledge from an early age. [ABSTRACT FROM AUTHOR]

The discussion focused on whether it is possible to teach Physical Education (PE) at a distance has generated a debate about it, there are those who argue the existence of the difficulty in correcting postures or motor gestures on site and avoid injuries and others who advocate the need for integration and digital transformation according to specific needs and contexts in the pedagogical task. The purpose of this research is to describe the pedagogical process of Physical Education teachers when teaching, an area considered eminently practical, through social networks. The method used was the phenomenological description of the lived experience of eight (8) teachers, as reported. Defining the educational fact with digital contents and reaching a universal valuation is an uphill task in terms of contexts and diverse realities related to connectivity. In short, the digital era is among us and in Physical Education opens an epistemological space that transcends tangible experiences capable of linking the pedagogical act between the real and the virtual. [ABSTRACT FROM AUTHOR]

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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. 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.)

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. 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.)

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A filosofia grega antiga, sendo uma disciplina muito importante e complexa, necessita de um método pedagógico com um esquema tripartido. O objetivo deste artigo é estudar o significado e a importância deste método, que torna esta disciplina mais facilmente acessível, dividindo-a em partes e subdividindo as partes em sub-partes. As partes e subpartes são classificadas e hierarquizadas numa ordem coerente e precisa, tornando-as muito fáceis de ensinar e aprender.

El objetivo general del presente trabajo es elaborar una lectura pedagógica de Filosofía de las formas simbólicas, de Ernst Cassirer, centrando la atención en el volumen Fenomenología del conocimiento, donde el autor detalla que los fundamentos aducidos por Paul Natorp, en Introducción a la psicología constituyen una visión crítica de la psicología como fundamento de las operaciones intelectuales. En general, son tres los resultados a mostrar: primero, que esta recuperación de la visión natorpiana permite a Cassirer sostener que toda actividad cultural (el lenguaje, la mitología, el arte, la ciencia, etc.) tiene como fundamento las actividades psicológicas del sujeto, lo que implica que toda formación simbólica es, tanto un producto intelectual del individuo como una actividad cultural; segundo, que para el desarrollo de una psicología crítica, de acuerdo con al plan general de Natorp, es necesaria una teoría de la formación que explique cómo el entorno cultural conforma las actividades intelectuales del sujeto, tesis general asumida por Cassirer para el desarrollo de su teoría del símbolo; finalmente, que los agentes formativos culturales considerados por Natorp para la formación del individuo (Estado, arte y religión, principalmente) constituyen las bases teóricas de la cultura, en las que posteriormente el alumno desarrollará su teoría del lenguaje, mito/religión, arte y ciencia como formaciones culturales.

El objetivo del estudio fue establecer la relación entre Inteligencia emocional y gestión pedagógica en docentes de instituciones públicas de Lima. El enfoque utilizado fue cuantitativo, con un diseño descriptivo-correlacional y de corte transversal. La muestra estuvo compuesta por 40 maestras de nivel inicial de tres instituciones públicas de la UGEL 04. Los instrumentos aplicados fueron el Inventario de Inteligencia Emocional de Reuven Bar-On y la Escala Gestión Pedagógica, ambos validados y con medición de confiabilidad. Para analizar la correlación entre las variables, se empleó el coeficiente de correlación Rho de Spearman. El análisis determinó una correlación de 0,269, lo que indica una relación positiva débil entre la inteligencia emocional y la gestión pedagógica. Sin embargo, el valor de significancia (0,094) fue superior al umbral comúnmente aceptado de 0,05, lo que implica que no se puede rechazar la hipótesis nula (H0). En consecuencia, no se dispone de suficiente evidencia para afirmar que existencia de una relación significativa entre la inteligencia emocional y la gestión pedagógica en la muestra analizada.

Este artigo examina a interseção entre ética, bioética e pedagogia construtivista em um contexto de crescente atenção às questões de dignidade humana e formação integral. Destaca a relevância da bioética no campo educacional, evidenciando como seus princípios podem ser aplicados para promover o desenvolvimento ético e intelectual dos estudantes. A pedagogia construtivista é apresentada como uma abordagem que valoriza a autonomia, o pensamento crítico e a interação social, alinhando-se aos fundamentos da bioética. Também são discutidas as responsabilidades dos educadores ao lidar com desafios éticos, como equilibrar valores diversos e promover um ambiente inclusivo. Por fim, propõe-se integrar a bioética ao ensino-aprendizagem para fomentar práticas educacionais mais reflexivas e éticas, assegurando o respeito à dignidade humana e fortalecendo o desenvolvimento moral e intelectual dos alunos.

La educación escolarizada ecuatoriana busca formar sociedades con valores y conciencia ambiental para enfrentar los problemas relacionados con el medio ambiente. El abordaje de estos problemas se realiza desde las diversas disciplinas que constituyen el currículo a través de proyectos inter y transdisciplinares. En este escenario, la propuesta del arte como medio pedagógico plantea trabajar el arte visual con un enfoque ecológico, de esta manera, se fomenta la motivación y la creatividad de los estudiantes. El objetivo es analizar la función del arte visual como medio pedagógico en el proceso educativo para motivar el aprendizaje y estimular la creatividad, fomentando una conciencia ambiental en los estudiantes. Los resultados teorizan y argumentan técnicas artísticas visuales que pueden ser utilizadas en el proceso de enseñanza y aprendizaje con el propósito de fortalecer el vínculo entre los estudiantes y la naturaleza, construyendo así una educación que ofrezca respuestas a los desafíos contemporáneos a partir de la articulación de las diversas áreas del conocimiento.

Este artículo propone los video ensayos como recurso didáctico para la educación en filosofía y democracia a nivel de Educación Media y Superior. La metodología consiste en análisis bibliográfico y estudio de caso tanto para construir las definiciones de los conceptos de video ensayo y educación democrática, así como para confrontar la presente propuesta con las de otros autores que examinan el mismo tema. A partir de lo cual se logra: 1) delimitar el aporte que hace la filosofía a la educación para la democracia; 2) definir el video ensayo como producción audiovisual argumentativa adecuada para la reflexión filosófica; y 3) explicar cómo el consumo y la creación de video ensayos desarrollan las competencias del área de filosofía y las habilidades para la vida en democracia por medio de dos propuestas pedagógicas. Se concluye entonces, que los video ensayos son una herramienta didáctica útil para enseñar filosofía desde el paradigma de la Educación Democrática.

El objetivo de este artículo es analizar la influencia pedagógica que ejerció el filósofo colombiano Fernando González sobre Estanislao Zuleta. Para ello, se llevará a cabo una exploración detallada de la concepción de pedagogía desarrollada por González, junto con una exposición de la actividad pedagógica, que, según algunos testimonios, González ejerció sobre Zuleta. De esta manera, se busca lograr tres objetivos: en primer lugar, evaluar el posible aporte ofrecido por González al concepto de pedagogía, su relación con la didáctica y con el proyecto educativo desde la década de los treinta en Colombia. En segundo lugar, establecer la forma en que González estimuló en Zuleta la curiosidad, el deseo de pensar por sí mismo y la actitud hacia la filosofía como herramienta fundamental para construir una autenticidad en su pensamiento. En tercer lugar, contribuir a la discusión que autores como Jaramillo (2022) y Caballero (2014) adelantan sobre la biografía intelectual de Zuleta. La investigación se llevó a cabo desde una metodología interpretativa, apoyada en la revisión de algunos pasajes en donde González expuso su propuesta pedagógica, así como en algunos documentos en donde personas cercanas a los filósofos dan cuenta de la actividad pedagógica ejercida por González sobre Zuleta. Este artículo se desarrolla en tres momentos, por medio de los cuales se establece la estrategia pedagógica que González utilizó para acercar al joven Zuleta al descubrimiento de una auténtica inquietud filosófica.

Introducción: el aprendizaje cooperativo es un modelo pedagógico ampliamente utilizado en educación física, pero carece de herramientas específicas para evaluar su implementación desde la perspectiva docente. Objetivo: este estudio tiene como finalidad diseñar y validar el Cuestionario de Implementación del Aprendizaje Cooperativo en Educación Física (CIACEF). Metodología: la validación inicial se llevó a cabo con una muestra de 204 docentes de educación física en España. Se realizó un análisis factorial exploratorio para evaluar la estructura del instrumento (KMO = .863; prueba de Bartlett = .000, p < .001), junto con análisis de consistencia interna mediante el coeficiente Alfa de Cronbach (valores entre .729 y .883 para las dimensiones principales). Resultados: El CIACEF se estructuró en tres bloques principales: 1) Dificultades en la implementación, 2) Estrategias para una aplicación efectiva; y 3) Evaluación del aprendizaje cooperativo. Consta de 35 ítems organizados en 7 dimensiones: 1) Dificultades en el alumnado; 2) Competencia percibida y satisfacción del docente; 3) Estrategias de implementación; 4) Selección de técnicas cooperativas; 5) Aspectos que evaluar, 6) Evaluación compartida y 7) Evaluación formativa. Los resultados respaldan la validez y fiabilidad inicial del cuestionario. Conclusiones: el CIACEF constituye una herramienta valiosa para avanzar en la investigación educativa, permitiendo explorar y evaluar las dinámicas de implementación docente en metodologías cooperativas, su impacto en los procesos de enseñanza, así como continuar estudiando los factores de eficacia en el aprendizaje cooperativo.