Pedagogía Social: Revista Interuniversitaria最新文献

{"title":"Percepción de los educadores sociales sobre el ocio digital educativo para la inclusión de los jóvenes en dificultad social","authors":"Margarita Vasco González, Rosa Goig Martínez, Marta García Pérez","doi":"10.7179/psri_2020.36.06","DOIUrl":"https://doi.org/10.7179/psri_2020.36.06","url":null,"abstract":"El ocio en la red en colectivo de jóvenes en dificultad social es, para la intervención socioeducativa, una preocupación actual por el posible alcance sobre los procesos inclusivos. Esta investigación tiene como objetivo explorar las prácticas de ocio digital que implementan los jóvenes en dificultad social para identificar opciones válidas para el desarrollo personal y la inclusión social desde una perspectiva educativa. Los datos fueron recogidos mediante la realización de entrevistas abiertas a una muestra de diecinueve educadores sociales con experiencia acreditada en el trabajo con jóvenes en dificultad social. El estudio de los datos, mediante la técnica de análisis de contenido, permitió establecer tres categorías centrales recogidas en veintidós códigos. Significado de las experiencias de ocio digital en contextos de dificultad social, ocio digital y valores en contextos de dificultad social y perspectiva educativa y estrategias de acción en el ocio digital con jóvenes vulnerables. Tras el análisis e interpretación se descubrió, entre otros resultados significativos, la tendencia actual del colectivo a desarrollar experiencias de ocio en la red sostenidas en la inmediatez, diversión fácil e imitación de conductas de moda y estereotipos escasamente educativos. Atendiendo a estos resultados, es necesario buscar alternativas para el desarrollo de actividades en la red, que permitan al colectivo disfrutar de un ocio digital con valor educativo que posibilite el desarrollo personal y social como vehículo para su inclusión en la sociedad del milenio.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127252793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La educación ambiental en los límites, o la necesidad cívica y pedagógica de respuestas a una civilización que colapsa","authors":"J. A. Caride, Pablo Ángel Meira Cartea","doi":"10.7179/psri_2020.36.01","DOIUrl":"https://doi.org/10.7179/psri_2020.36.01","url":null,"abstract":"La Educacion Ambiental esta en una encrucijada: la que determina la emergencia climatica como evidencia mas urgente, pero no la unica, de que la civilizacion humana esta impactando contra los limites biofisicos del planeta, incrementando el sufrimiento y amenazando su propia existencia Cabe preguntarse si la Agenda 2030 y sus Objetivos de Desarrollo Sostenible seran capaces de cambiar esta trayectoria y modificar la relacion directa que continua estableciendose entre crecimiento, bienestar social y sostenibilidad ambiental El estado de alarma y excepcion mundial generado por el COVID-19 ha irrumpido en este escenario mostrando la fragilidad estructural del capitalismo global de mercado, al menos en dos circunstancias: de un lado, la que revela su incapacidad para salvaguardar la vida humana;de otro, la que recuerda cruelmente que los seres humanos somos, como todas las especies que habitan la Tierra, inevitablemente ecodependientes En esta coyuntura nos preguntamos que Educacion Ambiental es necesaria, deseable y posible, tomando conciencia de que nada -ni biologica ni socialmente- nos protege del colapso Sin caer en el desasosiego, reivindicando su naturaleza politica, pedagogica y social, pondremos enfasis en sus contribuciones cotidianas a una globalizacion alternativa La aspiracion, hoy como ayer, no reside en adjetivar una educacion sino en transformar todas las educaciones y no solo aquellas que se refieren al \"cuidado del ambiente\" Alternate abstract:Environmental Education is at a crossroads: the one that determines the climatic emergency as the most urgent evidence, but not the only one, that human civilization is impacting against the biophysical limits of the planet, increasing suffering and threatening its own existence It is worth asking whether the 2030 Agenda and its Sustainable Development Goals will be able to change this trajectory and modify the direct relationship that continues to be established between growth, social well-being and environmental sustainability The worldwide state of alarm and exception generated by COVID-19 has broken into this scenario, showing the structural fragility of global market capitalism, in at least two circumstances: on the one hand, the one that reveals its inability to safeguard human life;on the other, the one that cruelly remembers that human beings are, like all the species that inhabit the Earth, inevitably eco-dependent At this juncture we ask ourselves what Environmental Education is necessary, desirable and possible, realizing that nothing - neither biologically nor socially - protects us from collapse Without falling into unease, vindicating its political, pedagogical and social nature, we will emphasize its daily contributions to an alternative globalization The aspiration, today as yesterday, does not reside in adjectivizing an education but in transforming all educations and not only those that refer to \"caring for the environment\" Alternate abstract:A educacao ambiental esta em uma ","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126527138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Percepción del bienestar social de niños y niñas adoptadas de origen chino en las escuelas en Castilla y León","authors":"David Doncel Abad, Fernando Gil Villa, Noelia Morales Romo, Marta Lambea Ortega","doi":"10.7179/psri_2020.35.06","DOIUrl":"https://doi.org/10.7179/psri_2020.35.06","url":null,"abstract":"La creciente heterogeneidad en las escuelas, fruto de la adopcion internacional, ha generado nuevos desafios sociales que deben ser abordados. Mas alla de los procesos de aprendizaje propios de los centros escolares, se percibe a la escuela como el espacio idoneo para que ninos, ninas y adolescentes desarrollen habilidades y comportamientos que les per¬mitan vivir en sociedad y como un escenario de confluencia para culturas totalmente diferen¬ciadas. En el caso de Espana, la llegada de los ninos adoptados de origen chino contribuyo a aumentar la diversidad etnica de la poblacion espanola en las aulas, y con ello los desafios para la institucion educativa. El objetivo principal de esta investigacion estriba en conocer el bienestar social de los ninos y ninas adoptados en la R.P. China que cursan la Educacion Se¬cundaria en Castilla y Leon, dado que se presenta como un grupo potencialmente expuesto a las tensiones que se generan en contextos educativos heterogeneos. Para alcanzar el objetivo se han realizado 10 entrevistas semiestructuradas. La estrategia analitica seguida se asienta en la teoria fundamentada. Los resultados muestran que es un grupo objeto de burla por sus rasgos fenotipicos asiaticos, pero no por su condicion de adoptados.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128187738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School and social vulnerability","authors":"F. Villa","doi":"10.7179/PSRI_2020.35.01","DOIUrl":"https://doi.org/10.7179/PSRI_2020.35.01","url":null,"abstract":"","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114763042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"El maltrato en educación secundaria según sexo y curso escolar. Relaciones con iguales, gusto por la escuela y satisfacción vital de maltratadores y víctimas","authors":"José David Urchaga Litago, R. M. Guevara Ingelmo, Fernando González Alonso","doi":"10.7179/psri_2020.35.03","DOIUrl":"https://doi.org/10.7179/psri_2020.35.03","url":null,"abstract":"A review and an analysis of peer abuse and bullying in adolescents were carried out for the purposes of this piece of research. An assessment was made of the ways peer abuse can be presented during this stage of human development, as well as the differences according to gender and school year. Additionally, the potential association with other varia-bles was analysed such as school liking, the relationships with equals and the satisfaction of adolescents with life. The results were compared depending on whether the adolescent was a victim or a bully and the relationship between being a bully and being a victim was put under analysis. The study was carried out with 1,128 adolescents registered in the 1st and 4th years of obligatory secondary school (average age: 14.4 years old). 13% of the respondents stated that they had been bullied some time and 21.2% stated they had taken part in an episode of bullying. There is more bullying in the 1st year of obligatory secondary education than in the 4th year. The most frequent form of bullying was verbal (28.5%); followed by spreading lies and rumours with the intention of harming others (27.4%), which was more frequent amongst girls; social bullying (ignoring or excluding others) is suffered by 18.4% of the respondents with no gender difference; physical bullying is suffered by 7.7% and mostly amongst boys. Bullies and victims, compared to others, feel unhappier and think their moment in life is worse than others. Bullies feel less accepted and more disliked by others. Victims like school less than others. The differences with other papers are discussed here  A review and an analysis of peer abuse and bullying in adolescents were carried out for the purposes of this piece of research. An assessment was made of the ways peer abuse can be presented during this stage of human development, as well as the differences according to gender and school year. Additionally, the potential association with other varia­bles was analysed such as school liking, the relationships with equals and the satisfaction of adolescents with life. The results were compared depending on whether the adolescent was a victim or a bully and the relationship between being a bully and being a victim was put under analysis. The study was carried out with 1,128 adolescents registered in the 1st and 4th years of obligatory secondary school (average age: 14.4 years old). 13% of the respondents stated that they had been bullied some time and 21.2% stated they had taken part in an episode of bullying. There is more bullying in the 1st year of obligatory secondary education than in the 4th year. The most frequent form of bullying was verbal (28.5%); followed by spreading lies and rumours with the intention of harming others (27.4%), which was more frequent amongst girls; social bullying (ignoring or excluding others) is suffered by 18.4% of the respondents with no gender difference; physical bullying is suffered by 7.7% and mostly amongst boys. B","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"137 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114058983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Infancia y derechos humanos en la ciudad de Zamora","authors":"José Manuel del Barrio Aliste, Antonia Picornell Lucas","doi":"10.7179/psri_2020.35.07","DOIUrl":"https://doi.org/10.7179/psri_2020.35.07","url":null,"abstract":"Current cities are offering spaces of citizenship answering to social transforma-tions and new realities; turning territories into sociopersonal development universes. In this context, children and adolescents are interacting, leading to know what are urban develop¬ments located in this healthy, intelligent and sustainable cities paradigm. The main objective of this study has been to analyse parental, professional and technical figures opinions who work with children and adolescents in Zamora city, related to childhood and adolescence’s municipalities’ policies. It’s used an exploratory and descriptive research, be means of a qual-itative approach generating 3 focus group discussion which children and adolescents. The narratives show that children and adolescent’s rights in this city are not always a priority, al¬though participants reveal there should be a special concern for those children in vulnerable circumstances. These results will allow adapting municipal programs and spaces, and contrib¬ute to children autonomy and empowerment, by means of coordinated political processes and the children’s participation.  Current cities are offering spaces of citizenship answering to social transforma­tions and new realities; turning territories into sociopersonal development universes. In this context, children and adolescents are interacting, leading to know what are urban develop­ments located in this healthy, intelligent and sustainable cities paradigm. The main objective of this study has been to analyse parental, professional and technical figures opinions who work with children and adolescents in Zamora city, related to childhood and adolescence’s municipalities’ policies. It’s used an exploratory and descriptive research, be means of a qual­itative approach generating 3 focus group discussion which children and adolescents. The narratives show that children and adolescent’s rights in this city are not always a priority, al­though participants reveal there should be a special concern for those children in vulnerable circumstances. These results will allow adapting municipal programs and spaces, and contrib­ute to children autonomy and empowerment, by means of coordinated political processes and the children’s participation.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132632925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inclusión social y satisfacción vital de los jóvenes extutelados","authors":"Eduardo Martín Cabrera, Patricia González Navasa, Elena Chirino Alemán, José Juan Castro Sánchez","doi":"10.7179/psri_2020.35.08","DOIUrl":"https://doi.org/10.7179/psri_2020.35.08","url":null,"abstract":"La necesidad de prestar atencion a los jovenes extutelados ha recibido reconoci­miento a nivel legislativo, debido a que la investigacion ha demostrado que se trata de un co­lectivo con un alto riesgo de exclusion social. El objetivo de este trabajo es profundizar en el conocimiento de la inclusion social y de la satisfaccion vital de los jovenes que han abandona­do los recursos de acogimiento residencial, y que han alcanzado la mayoria de edad. Para ello se realizo una entrevista telefonica a 117 jovenes que habian estado en acogimiento residencial y que en el momento de realizar el estudio tenian entre 18 y 26 anos. Los resultados indican que la mayoria vuelve con la familia de la que fue separado, siendo esta su principal fuente de apoyo. Por otro lado, se comprueba que se trata de un colectivo con una baja cualificacion, con una pobre insercion laboral y suelen tener ingresos muy bajos. Ademas, tienen un bajo nivel de satisfaccion vital. Estos resultados se discuten en relacion a la investigacion previa, y a las iniciativas legislativas que se implementan para atender a este colectivo","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114827705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diversidad silenciada: el anonimato de los niños y niñas desplazados en las escuelas colombianas","authors":"David Doncel Abad, Esther Vega Blanco, C. Villoria","doi":"10.7179/psri_2020.35.05","DOIUrl":"https://doi.org/10.7179/psri_2020.35.05","url":null,"abstract":"This work addresses the strategies of concealment of the condition of forced dis-placed boys, girls and adolescents in Colombian schools. From the theoretical level, silence is conceived as a social practice. The general objective is to understand the silencing of the displaced condition by the victims themselves. To achieve the proposed goal, a qualitative methodological approach is adopted, as it is interesting to know how displaced girls and boys perceive the educational reality. A total of 26 interviews between open and semi-structured have been conducted. The sample has been composed of children, adolescents, parents, and professionals linked to the educational context. The technique of analysis followed is the theory based as an analysis technique. Specifically, we have followed an axial coding procedure defined by Strauss and Corbin. The conclusions show how meaningful each profile of respondents gives their action to silence the displaced person’s condition. And how, these strategies paradoxically act as a mechanism of exclusion in the educational context","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121998609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social problems as framework: between the naive do-goodism and the factual realism of declarations and international forums","authors":"A. Martín-García","doi":"10.7179/PSRI_2020.35.00","DOIUrl":"https://doi.org/10.7179/PSRI_2020.35.00","url":null,"abstract":"With the slogan “Time for action”, the agreement on the Climate Change Summit COP25 recently held in Madrid has concluded leaving a general feeling of scepticism and disappointment, but also with a growing perception that the discourse based on social criticism and position-taking towards challenges and threats facing mankind must trascend the great declarations of international political dialogues, the pages of essays and university walls, traditional stronghold of intellectuals and thinkers, to be placed down the streets, on the media, among citizens and new social movements. Both the intellectual critical analysis and social activism are only some of the expressions of a disenchanted society, disappointed with the political inaction that faces economic interests of global powers. There is plenty of evidence of a range of social initiatives which show an increasingly active society organised around groups and associations often involving intellectuals, writers, social activists and citizens in general. The British documentary entitled “The shock doctrine: The rise of disaster capitalism”, based on the book of Naomi Klein, known for her criticism of neoliberal capitalism, globalization and militarism, is an example of the so-called theory of “shock doctrine”, which represents an apocalyptic and dystopian overview showing natural disasters, the horrors of wars and, in essence, the consequences of the excesses of capitalism. Another example could be publications such as Truthout in United States which engage in a reflexive and demanding journalism, a form of popular journalism which promotes social criticism and is considered as an alternative to official media. Several of the articles published are signed by prestigious intellectuals as Henry Giroux or Peter McLaren. Moreover, there are many examples which we might sum up as alter-activism1. Yet, regardless of the role of new social movements, the truth is that most of the political and ideological clout affecting the change and/or search for social problems still remains in the guidelines marked by international forums and meetings.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129721016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ejercicios de mindfulness en el aula. 100 ideas prácticas","authors":"J. M. Fernández","doi":"10.5209/rced.66837","DOIUrl":"https://doi.org/10.5209/rced.66837","url":null,"abstract":"Prince, T.  (2019). Ejercicios de mindfulness en el aula. 100 ideas practicas . Madrid: Narcea.","PeriodicalId":168546,"journal":{"name":"Pedagogía Social: Revista Interuniversitaria","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127615603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}