Educacion y Educadores最新文献_第7页

Políticas de educación superior sobre acoso sexual en Chile 智利关于性骚扰的高等教育政策

Educacion y Educadores Pub Date : 2019-12-12 DOI: 10.5294/EDU.2019.22.3.1

Raquel del Carmen Flores-Bernal

{"title":"Políticas de educación superior sobre acoso sexual en Chile","authors":"Raquel del Carmen Flores-Bernal","doi":"10.5294/EDU.2019.22.3.1","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.3.1","url":null,"abstract":"Politicas de educacion superior sobre acoso sexual en Chile Politicas de ensino superior sobre o assedio sexual no Chile This research tackles the problem of sexual harassment in Chilean high schools and universities, which proves the need for institutions to take prevention and victim care measures and to carry out actions for its complete eradication. The aim of this study is to discuss the gender ideologies embodied in regulations, protocols and regulations on sexual harassment prevention issued by four Chilean universities. The research method is a documentary analysis, whose objective is to capture, assess, select and encapsulate the underlying messages in the contents of documents by working out their meanings. The main results include the necessity to strengthen free, safe spaces for students and workers and to design strategies to prevent, safeguard and promote respectful and egalitarian relationships in the educational community, such as receiving complaints and conducting investigations. Para citar este articulo / To reference this article / Para citar este artigo Flores-Bernal, R. (2019). Politicas de educacion superior sobre acoso sexual en Chile. Educacion y Educadores, 22 (3), 343-358. DOI: https://doi.org/10.5294/edu.2019.22.3.1 Recibido: 27/03/2019 Aceptado: 07/10/2019","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49663095","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}

引用次数: 1

Implicaciones didácticas del concepto biotecnología 生物技术概念的教育意义

Educacion y Educadores Pub Date : 2019-12-12 DOI: 10.5294/EDU.2019.22.3.4

Robinson Roa Acosta, Leonardo González-Galli, Édgar Orlay Valbuena Ussa

引用次数: 0

Ludomática en ambientes de aprendizaje: educación rural en el posconflicto colombiano 学习环境中的ludomatics:哥伦比亚冲突后的农村教育

Educacion y Educadores Pub Date : 2019-12-12 DOI: 10.5294/EDU.2019.22.3.2

Diego Armando Bautista Díaz, Zaily del Pilar García Gutiérrez, Eurias Casas Casallas, Jhonny Gómez Amaya, Bladimir Alexander Gutiérrez Castro

{"title":"Ludomática en ambientes de aprendizaje: educación rural en el posconflicto colombiano","authors":"Diego Armando Bautista Díaz, Zaily del Pilar García Gutiérrez, Eurias Casas Casallas, Jhonny Gómez Amaya, Bladimir Alexander Gutiérrez Castro","doi":"10.5294/EDU.2019.22.3.2","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.3.2","url":null,"abstract":"Ludomatica en ambientes de aprendizaje: educacion rural en el posconflicto colombiano Ludomatica em ambientes de aprendizagem: educacao rural no pos-conflito colombiano This article proposes a pedagogical strategy for promoting media education, using games and technology mediation, in order to resignify the Colombian armed conflict and involve the educational community. The pedagogical process was conducted within the methodological framework of participatory action, at two public schools and their rural extensions in the Gualiva region in Nimaima, Cundinamarca (Colombia). The intervention lasted two years and began by characterizing the community’s physical resources and technological knowledge as a basis for formulating a pedagogical strategy for media literacy. A virtual learning environment (VLE) and a mobile application (APP) were also developed and validated. It was identified that the implementation of educational strategies mediated by information and communication technologies (ICT) reduces digital gaps, improves communication processes, and reshapes territorial dynamics. Para citar este articulo / To reference this article / Para citar este artigo Bautista, D. A. , Garcia, Z. P. , Casas, E. , Gomez, J. y Gutierrez, B. A. (2019). Ludomatica en ambientes de aprendizaje: educacion rural en el posconflicto colombiano. Educacion y Educadores, 22 (3), 359-376. DOI: https://doi.org/10.5294/edu.2019.22.3.2 Recibido: 02/04/2019 Aprobado: 12/11/2019","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44156919","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}

引用次数: 2

Oralidad: fundamento de la didáctica y la evaluación del lenguaje 口语:教学和语言评价的基础

Educacion y Educadores Pub Date : 2019-12-12 DOI: 10.5294/EDU.2019.22.3.7

R. Uribe-Hincapié, Juan Eliseo Montoya-Marín, Juan Fernando García-Castro

{"title":"Oralidad: fundamento de la didáctica y la evaluación del lenguaje","authors":"R. Uribe-Hincapié, Juan Eliseo Montoya-Marín, Juan Fernando García-Castro","doi":"10.5294/EDU.2019.22.3.7","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.3.7","url":null,"abstract":"Oralidad: fundamento de la didactica y la evaluacion del lenguaje Oralidade: fundamento da didatica e da avaliacao da linguagem Orality is the first symbolic form of interacting with the world, not only because of the anthropological arrangement of human relations (among them and with other life forms), but also because it may be the only prosthesis established as a rational and reasonable device that provides a multiple structure for both hominization and humanization. This particular condition of articulated human language —which can be said to be close to perfection given the minimal changes it has undergone since its emergence until today— acts then as the highest point and measure of what can be considered cultural, symbolic, representative, identifying and, of course, human. Paradoxically, in the school setting, orality is understood as a human expression that lacks representativeness, academic power and sociocultural identifying character. All this pushes it into the background, makes it dependent on writing and causes its educational and pedagogical abolition, preventing it from being studied and researched by teachers and students. In the framework of this problem, orality is proposed as a basis for pondering on language didactics and evaluation and as a foundation of the education and transformation of individuals and society. Para citar este articulo / To reference this article / Para citar este artigo Uribe-Hincapie, R. A. , Montoya-Marin, J. E. y Garcia-Castro, J. F. (2019). Oralidad: fundamento de la didactica y la evaluacion del lenguaje. Educacion y Educadores 22 (3), 471-486. DOI: https://doi.org/10.5294/edu.2019.22.3.7 Recibido: 10/05/2018 Aceptado: 01/10/2019","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45063799","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}

引用次数: 5

Dinámica interna familiar como espacio educativo para la construcción de ciudadanía 家庭内部动态作为公民建设的教育空间

Educacion y Educadores Pub Date : 2019-12-12 DOI: 10.5294/EDU.2019.22.3.3

José Wilmar Pino Montoya, Adriana María Gallego Henao, Juan Fernando López Correa

{"title":"Dinámica interna familiar como espacio educativo para la construcción de ciudadanía","authors":"José Wilmar Pino Montoya, Adriana María Gallego Henao, Juan Fernando López Correa","doi":"10.5294/EDU.2019.22.3.3","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.3.3","url":null,"abstract":"Dinamica interna familiar como espacio educativo para la construccion de ciudadania Dinâmica interna familiar como espaco educativo para construir cidadania This article aims at demonstrating the existing relationship between internal family dynamics and some elements that make up an appropriate environment to educate individuals in citizen skills: authority, limits, rules, and roles. The method used is the interpretive or historical-hermeneutical paradigm, with a qualitative approach. Strategy is documentary and bibliographic and content sheets are employed as privileged instruments to collect data. For the analysis, a category matrix was used. It is concluded that the studied elements of family dynamics constitute a determining environment to develop citizen skills that define civic behaviors. Para citar este articulo / To reference this article / Para citar este artigo Pino, J. , Gallego, A. y Lopez, J. (2019). Dinamica interna familiar como espacio educativo para la construccion de ciudadania. Educacion y Educadores, 22 (3), 377-394. DOI: https://doi.org/10.5294/edu.2019.22.3.3 Recibido: 31/07/2019 Aceptado: 06/11/2019 * This paper derives from the research macro-project “Internal Family Dynamics in Relation to Citizen Participation” financed by the Office of the Vice-President for Research, Universidad Catolica Luis Amigo.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44266034","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}

引用次数: 1

Lectoescritura como sistema neurocognitivo 阅读作为神经认知系统

Educacion y Educadores Pub Date : 2019-12-12 DOI: 10.5294/EDU.2019.22.3.5

José María Gil

引用次数: 3

Líneas teóricas fundamentales para una educación emocional 情感教育的基本理论路线

Educacion y Educadores Pub Date : 2019-12-12 DOI: 10.5294/EDU.2019.22.3.8

Hernando Barrios-Tao, Lina Johanna Peña Rodríguez

{"title":"Líneas teóricas fundamentales para una educación emocional","authors":"Hernando Barrios-Tao, Lina Johanna Peña Rodríguez","doi":"10.5294/EDU.2019.22.3.8","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.3.8","url":null,"abstract":"Lineas teoricas fundamentales para una educacion emocional Linhas teoricas fundamentais para uma educacao emocional This article aims at drawing theoretical lines to support emotional education. The method used is a narrative review, characterized by a fairly thorough research into a topic, and is situated in the broad spectrum of the education-emotions relationship. Results, presented in a narrative manner, provide an understanding of the complex and multidimensional nature of emotional experiences based on the relationship among neurosciences, emotions, and educational processes. It is concluded that there is a need for an emotional education that moves from intelligence and socio-emotional skills to the development of emotional experiences, with a vision of education that extends throughout life and to life itself. Para citar este articulo / To reference this article / Para citar este artigo Barrios-Tao, H. y Pena, L. J. (2019). Lineas teoricas fundamentales para una educacion emocional. Educacion y Educadores, 22 (3), 487-509. DOI: https://doi.org/10.5294/edu.2019.22.3.8 Recibido: 13/11/2018 Aceptado: 21/10/2019 * This article is associated with the Research Project INV-HUM-2606: “Neurosciences, education and emotions. Phase 1: Narrative review”, funded by the Office of the Vice President for Research, Universidad Militar Nueva Granada, Bogota, Colombia.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41834403","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}

引用次数: 7

Desarrollo de competencias para la orientación educativa en la formación inicial de profesores 初级教师教育中教育指导能力的发展

Educacion y Educadores Pub Date : 2019-12-12 DOI: 10.5294/EDU.2019.22.3.6

Sandra Paola Sunza-Chan

引用次数: 1

Peace Education: Theoretical Approach from Peace Imaginaries 和平教育:和平想象的理论途径

Educacion y Educadores Pub Date : 2019-08-01 DOI: 10.5294/EDU.2019.22.2.6

A. Álvarez-Maestre, C. Pérez-Fuentes

引用次数: 9

Inclusión educativa en relación con la cultura y la convivencia escolar 与学校文化和共存有关的教育包容

Educacion y Educadores Pub Date : 2019-07-25 DOI: 10.5294/EDU.2019.22.2.2

René Alonzo Valdés Morales, Verónica Alejandra López Leiva, Felipe Andrés Jiménez Vargas

引用次数: 9