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En un entorno de educación de adultos, se llevó a cabo una experiencia didáctica de enseñanza-aprendizaje de la ciencia utilizando como recurso educativo el teatro de creación colectiva, en paralelo a una batería de charlas-coloquio en torno al concepto y mecanismos de la evolución. De una parte, se trataba de ofrecer claves evolutivas asequibles, desde una perspectiva multidisciplinar, para entender la enorme diversidad de la vida en nuestro planeta. De otra, y como consecuencia de la anterior, se emplearon dinámicas de la investigación-acción participativa y técnicas del análisis de contenido, para tratar de construir una expresión plástica al modo en que se crea un espectáculo teatral, que evidenciara los aprendizajes adquiridos. Los resultados que se obtuvieron muestran el proceso de transferencia de conocimientos situando los elementos evolutivos procedentes de las charlas-coloquio en los diálogos que los alumnos diseñaban y su competencia para crear una representación teatral desde la nada hasta la escenificación.

Esta investigación exploró la percepción de los docentes en relación con el rendimiento académico de estudiantes universitarios que además son trabajadores asalariados. Los docentes entrevistados pertenecen a la Facultad de Ciencias Económicas, campus central de la Universidad de San Carlos de Guatemala (USAC). Según se encontró en la literatura, para algunos autores la combinación “trabajar y estudiar en la universidad” tiene un efecto positivo en el rendimiento académico, así lo explican Caballero (2006) y Lillydahl (1990); en tanto que otros autores concluyen que dicha relación es negativa; tal como lo plantean Tyler (2003) y Paul (1982). Para validar una de estas dos posiciones, metodológicamente se realizaron las entrevistas a los docentes, y posteriormente se efectuaron observaciones estructuradas para profundizar en el contexto de las variables señaladas en las entrevistas. La mayoría de los entrevistados respondió que un trabajo asalariado es una de las causas que influencian negativamente el rendimiento académico universitario. Sin embargo, refirieron que ese efecto va precedido de “una baja calidad” de la educación preuniversitaria y dificultades en el acceso al campus. Se propone contrarrestar dicho efecto ampliando la capacidad docente y como solución no académica mejorar el acceso físico al campus universitario; al mismo tiempo se descubrió la necesidad de lograr una mejor definición del rol del estudiante universitario, porque los docentes pretenden que la universidad se adapte a las capacidades de los estudiantes y no al contrario.

In order to discem the system oflife as a system ofknowledge, 1propose an ecological teaching ofbasic literacy ofthe educational intervention with adults. It is the cornmunity, constituted by different adults, the subject ofthe alphabetical action. It is meant, by the mentioned action, to regenerate the privileged space ofthe social bonds and to make out ofit a subject ofreconstruction and strengthening ofthe natural, social and cultural environment, which give it life. To think of the living spaces from this point of view and to act upon them by an integrating action is what gives sense to the suggested reflection and proposal.

Learning communities are a project of social and cultural transformation of an educational centre and its environment. In Spain, the key reference in adult education is found in La Verneda Sant Marti School of Education. Born in the late seventies, under the slogan of "a school where people dare to dream," La Verneda Sant Marti develops dialogic learning with a high quality education, democratic, open to the community, participatory, pluralistic, with a capacity for change and it is free. In this article our approach to the educational model of learning communities is based on the experience at the school for adults in La Verneda

This article offers a point of view of adult education in Spain during Franco´s Regime, through critical analysis of the most important international contributions. Education was considered by the regime as an aid to socialize the population. In this article, we want to determine, firstly, if we can observe or not a certain international influence in adult education politics; second, if it is real that, behind this international interest about organizations, like UN and OECD, there is an motive and what is it; and finally, determine what importance has these universal proposals in the national political development. So, aided by the method historical-pedagogical, we make a critical review of the conferences, documents and most notable reports produced by these organizations during the period analyzed, with a particular interpretation that in summarized form, presented below.How to reference this articleGarcía Redondo, E. (2015). Influencias internacionales en la Educación de Adultos durante el franquismo. Foro de Educación, 13(19), 327-341. doi: http://dx.doi.org/10.14516/fde.2015.013.019.014

This paper studies the need of integration for kids and adolescents of El Fanguito and Las Canteras to avoid social bullying and gender discrimination. It also analyzes the limitations imposed by poverty in order to search creative solutions for the material needs and it also exposes the consequences of living in a marginal place in the construction of the imago world. Finally, it exposes the solutions for negative manners and proposes a way for the construction of the dialogue Fanguito-Canteras.

Argentine technical-professional education was developed at the end of the 19th century with different pedagogical proposals for men and women. The aim of this article is to analyze, from the perspective of the participants in Vocational Training Centers (CFP), how gender stereotypes are present in course choice, in the evaluation of the training offered, and in the educational, work and family expectations. To do this, we resort to the analysis of focus groups carried out with students (men and women separately) of three Vocational Training Centres, part of the educational system of the province of Corrientes (Argentina). The main results show that although women have been gradually introduced into the training programs traditionally considered masculine, certain features of sexist discrimination and reproduction of the culturally determined sexual division of labour still persist. [ABSTRACT FROM AUTHOR]

This article presents some characteristics of primary education for youth and adults in Santiago del Estero: school and work trajectories, and how school staff describes their teaching practice. It also inquires about students' previous school experiences, their reasons for entering these schools and what topics they would like to learn. As salient results, we find a strong commitment of the school teachers with their work. Despite their description of the students being based upon the latter's deficiencies and their characterizing their working conditions as adverse, teachers are happy regarding their achievements, the learnings acquired in their work, and the bonds created with their students. Teachers identify the heterogeneity among students, but do not use this diversity as a vehicle for learning. They provide a series of reasons for students to drop out of school, many of them associated to state and society responsibilities. [ABSTRACT FROM AUTHOR]

The introduction of computers and connectivity in several countries has caused numerous policies which demand the use of ICT in education, including adult education. Mexico has not been the exception and has developed different programs referred to digital literacy. However, few reflection and analysis about these initiatives have been developed. This paper examines experimental technology workshops that focused on developing more contextual approaches for adult learners. The workshops were implemented in Michoacan, Mexico. We use a qualitative approach which incorporates an ethnographic perspective to analyze participants' interactions showing the self-image that participants have and how this influence their relationship with digital devices. The findings reveal that computer training originates identity reconfiguration. We argue that digital initiatives must consider not only digital literacies but also the social dimensions of learning to promote successful initiatives on adult education. [ABSTRACT FROM AUTHOR]

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.)

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid 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.)

The present work focuses on investigating the place of Youth and Adult Education in the initial teacher training curriculum for EGB 1 and EGB 2 (primary level teachers) in the city of Córdoba, Argentina. The interest in this subject has its origin in considering that the training of teachers working in Youth and Adult Education does not enable them to respond to the demands of the students themselves and to the recipients of this modality. This presentation is a chapter of our Final Bachelor's Degree in the career of Educational Sciences and is inserted in the Research Project «Youth and Adults in Urban and Rural Social Spaces: Contexts of Written Culture, Literacy and Knowledge», of the National University of Cordoba. Our study object links two specific fields such as Youth and Adult Education and Teacher Training. In this opportunity we approach the historical-political dimension presenting the main policies in the field of Youth and Adult Education and its relationship with policies, decisions and actions in the field of Initial Teacher Training, in the period 1983-2001. [ABSTRACT FROM AUTHOR]

This document addresses the arduous problem experienced by some adults in the province of San Luis who deserted the school system several years ago and wish to complete their missing school journey. For the purpose of the work, information obtained from in-depth interviews with adults in the province is used to analyze it from a perspective that is circumscribed from a field that deals with exclusion and inclusion in the educational system. It is relevant to note, in the course of reading the text, that the inclusion or exclusion of these adults into the educational system occurs in a moment in which a new structure of the education system governed by the Federal Education Law is still in force. The line of research that goes through the study has to do with the various strategies that adults use to complete a missing school path. The research is ethnographic in nature, and uses the technique of life histories to know in depth the characteristics of the adults interviewed, their motivations, their expectations in relation to the culmination of their studies. Therefore, the analysis will turn from this approach. In addition, to illustrate the phenomenon the document presents some statistical data that give an account of the current educational situation of the adult population that falls within these characteristics. [ABSTRACT FROM AUTHOR]

In recent years, adult education and training has become widespread, with an increasing number of people working in the field. However, in an uncertain and highly competitive society that demands more training activities, adult education teachers still do not receive the specific training they require. Due to the lack of training in this field, the aim of this study was to determine the perceptions of adult education teachers regarding their work in order to identify their teaching profiles. Ninety adult education teachers of Galicia, Spain, participated in the study from whom data were collected using a Likert questionnaire. The results show that teachers believe that adult education is undervalued by society. Moreover, they request more specific training and do not consider their work as a profession. [ABSTRACT FROM AUTHOR]

Secondary Education for Adults (ESPA/Spanish acronym) is the adaptation of the Secondary Education (ESO) for adults (over 18 years old). This research attempts to clarify what students and teachers of ESPA would expect to find and receive from the psychopedagogist. Towards this end, we chose a descriptive methodology applying questionnaires at five adult centres. 135 students and 21 teachers of ESPA answered the survey. The scores show that the opinion that these stakeholders have of their counsellor is positive for both students and teachers. However, teachers-officers with extensive experience working with adults, do not find the presence of the counsellor as relevant. The study raises the need for a change in attitude of both teachers and students to encourage true knowledge of themselves. [ABSTRACT FROM AUTHOR]

We address the links between adult education and development, taking into account some initiatives predominant in Argentina during 1966-1973, such as the "Community Development" approach and the creation of the DINEA (National Directorate of Adult Education). Later, we explore the origins and evolution of the consciousness raising model associated to Paulo Freire, analyzing its main characteristics as well as the criticisms and debates his proposal raised in Latin America. [ABSTRACT FROM AUTHOR]

To explain the learning and growth challenges of marginalized people in the current context of global polarization of work, knowledge and education, demands not only a sociocultural approach, but a critical perspective that illuminates issues little addressed in sociocultural studies, such as issues of normativity in literacy education (Who defines what literacy is for whom? Who defines who is illiterate and how? What types of literacy programs are designed for which social groups?), of legitimacy and distribution (What counts as literacy in the current work order? Who has access to what kind of literacies?), and of socio-educational agendas (Whose agendas and interests do adult education and literacy programs serve?). To explore these critical issues a literature review is carried out in three parts: 1) Sociocultural learning theory and literacy; 2) Critical perspectives and global capitalism; and 3) Field research on "illiterate" adults. [ABSTRACT FROM AUTHOR]

Copyright of Voces de la Educacion is the property of Voces de la 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.)

This article explores some characteristics of education for youth and adults in the city of Berazategui located in Buenos Aires province. The scope is the spatial dimension in the social processes and the construction of educative maps. The aims is to diagnosis and visualize social and educative inequalities using quantitative sources. The study shows that the inequality in the distribution of the institutions for youth and adults (primary and secondary schools, vocational training centres and headquarters of educational policies). The localization responds to a central pattern which provides limited coverage of the services to many neighbours, especially at the south of the city characterized by greater unfavourable conditions. The location of the institutions in Berzategui shows a differentiation in the access to them because of the closeness relations to the communication routes, the unevenness in the availability of transport means and the location profits that may produce greater inequalities that affect the right to education. [ABSTRACT FROM AUTHOR]

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Copyright of Universitas, Revista de Ciencias Sociales y Humanas is the property of Universidad Politecnica Salesiana 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.)

La sociedad actual crece en edad y en tecnología, requiriendo de investigaciones en las que la educación permanente se convierta en su principal objeto de estudio. En este contexto comienzan a surgir tendencias en las que se promueve el uso de tecnologías lúdicas con objetivos pedagógicos y formativos a través de los videojuegos, pero los esfuerzos se están centrando en una etapa muy concreta de la vida, la infantil y la juvenil, habiendo apenas estudios en la edad adulta. En este artículo presentamos el proceso de validación de un cuestionario que nos permitirá conocer los rasgos propios de las teorías de educación de adultos que subyacen a los videojuegos a los que juegan las personas adultas, concretamente principios andragógicos, heutagógicos, del modelo social del aprendizaje y del modelo de formación basado en competencias. Se realizaron tres tipos de validaciones: de contenido, a través de juicio de expertos; de criterio, a través de entrevistas abiertas; y de constructo, mediante una prueba piloto. En total participaron doce expertos internacionales y 93 personas mayores de 16 años. Finalmente, hemos obtenido una prueba consistente y fiable que se estructura en seis dimensiones y 50 ítems, las dimensiones de la prueba son: datos del jugador, datos del videojuego, tecnológico-descriptiva, personal y contextual, interacción social, y desarrollo de competencias.

En el artículo presentamos avances de una investigación cuyo objeto de estudio se focaliza en el proyecto político-pedagógico y las acciones de educación popular con Jóvenes y adultos del Departamento de Extensión Universitaria (DEU) que funcionó en la Universidad de Buenos Aires, entre los años 1956 y 1966.El Departamento de Extensión Universitaria se propuso articular la Universidad con el pueblo. El foco de sus acciones estuvo en la Isla Maciel. Allí, durante diez años, se desarrollaron acciones educativas, sanitarias y asistenciales que tuvieron como objetivo solucionar los problemas de los habitantes de la Isla, a partir de un trabajo conjunto entre la universidad y la comunidad

Con la finalidad de conocer la situación que guarda la investigación de la educación de personas jóvenes y adultas (EPJA) en América Latina y el Caribe se realizó un estudio comparativo mediante la revisión de 170 tesis de licenciatura y posgrado que participaron en un concurso durante los años 2005 al 2011. Se comparan las instituciones, el género, así como los estudios realizados por los concursantes y las temáticas de las tesis para establecer la correspondencia y los cambios con respecto a las áreas y temas de investigación propuestos en los documentos regionales previos a la V y VI Conferencias Internacionales de Educación de Adultos (Hamburgo, 1997 y Belén, 2009). La investigación educativa en la EPJA, es mínima, ausente en muchos países y desigual, concentrándose en Brasil, México y Argentina. Se realiza en instituciones universitarias públicas mediante programas de licenciatura y posgrados en educación, ciencias de la educación, pedagogía y psicología, pero coexisten con una variedad de programas que son cursados en su mayoría por mujeres. La diversidad temática se acentúa como un rasgo de la investigación en la EPJA, reemplazando a la alfabetización y la educación básica. Los programas de licenciatura y posgrado sobre EPJA son escasos y no constituyen una línea consolidada de investigación con excepción de Cuba y Brasil. Es impostergable reactivar un análisis que trascienda el término EPJA desde la perspectiva del aprendizaje a lo largo de toda la vida.

Copyright of Revista Praxis & Saber 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.)

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Copyright of Journal Public Administration & Social Management / Administração Pública e Gestão Social is the property of Administracao Publica e Gestao 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.)

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In the paper we present progress of a research project that aims at studying the political-pedagogical project and actions of popular education with youth and adults in the Department of University Extension of the University of Buenos Aires which ran between 1956 and 1966.The Department of University Extension attempted to articulatethe university with the people. The focus of its actions was in the Maciel Island. There, for ten years, they developed educational, health and welfare actions in order to solve the problems of the inhabitants of the island, from a joint effort between the university and the community. [ABSTRACT FROM AUTHOR]

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