Espiral-Cuadernos del Profesorado最新文献

{"title":"Emociones y Autismo: Respuesta educativa a sus necesidades | Emotions and Autism: Educational response to your needs","authors":"Alba Hernández Núñez, José Antonio Camacho Conde","doi":"10.25115/ecp.v13i26.2665","DOIUrl":"https://doi.org/10.25115/ecp.v13i26.2665","url":null,"abstract":"Introducción: Las diferentes teorías que tratan de esclarecer la etiología del trastorno del espectro autista (TEA) evidencian la dificultad de este colectivo para desarrollar la inteligencia emocional. Esta capacidad que constituye una de las múltiples inteligencias del ser humano, merece especial consideración por ser la habilidad que nos permite comprender, gestionar y reconocer las emociones, autogestionar nuestra conducta y dirigir las relaciones sociales. Material y Método: La investigación pone el foco de interés en el alumnado con autismo de entre 3 y 16 años. Su finalidad es conocer cuáles son las necesidades emocionales más significativas de este grupo en el ámbito escolar y familiar, así como proporcionar una respuesta a las mismas desde ambos contextos. Para lograr este propósito se ha realizado un estudio descriptivo mediante un cuestionario dirigido a padres y otro a educadores. Resultados: Los resultados obtenidos ratifican las dificultades de los alumnos para desarrollar las competencias que integran la inteligencia emocional. Destacan especialmente, el ínfimo conocimiento de las emociones secundarias, las dificultades en atención global o el nivel de desarrollo inferior de la empatía y el juego simbólico. Conclusión: Se refleja la necesidad de forjar un compromiso común, por parte de toda la comunidad educativa, para ofrecer una respuesta inclusiva y de calidad a la par que continuar desarrollando nuevas líneas de investigación.AbstractIntroduction: The different theories that try to clarify the aetiology of the Disorder of the Autistic Spectrum, ASD, evince the difficulty of this group to develop the Emotional Intelligence. This capacity that constitutes one of the multiple intelligences of the human being deserves special consideration for being the ability that allows us to understand, manage and recognize emotions, motivate oneself and direct social relations. Material and Method: This study put the focus of interest on students between 3 and 16 years with Autism Spectrum Disorder in order to know what their most significant emotional disagreements are in the school and family environment. To achieve this purpose, a descriptive study has been carried out through a questionnaire addressed to parents and another to educators. Results: The results confirm the difficulties of the group to develop one of the eight-intelligences of the human being. Conclusion: In the same way, it reflects the need to forge a common commitment, by the entire educational community, to be able to offer an inclusive and quality response while continuing to develop new lines of research.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":"38 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80940765","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":"Mindfulness y educación: ¿consumismo, tecnología o práctica transformadora? | Mindfulness and education: consumerism, technology or transformative practice?","authors":"Cornelio Águila Soto","doi":"10.25115/ecp.v13i26.2739","DOIUrl":"https://doi.org/10.25115/ecp.v13i26.2739","url":null,"abstract":"En contraste con la actual tendencia a priorizar la función instrumentalista de la educación, estamos asistiendo al resurgimiento del interés por su función no cognitiva, la atención a la educación afectiva-emocional del alumnado, y la incorporación a la agenda educativa de rasgos no cognitivos que orienten la educación hacia el desarrollo personal y social. En este sentido, numerosas intervenciones basadas en mindfulness en el ámbito educativo han mostrado beneficios tanto al profesorado como al alumnado en las dimensiones cognitiva, emocional y social. Sin embargo, diversos autores han denunciado el uso de una práctica superficial de mindfulness orientada a fines instrumentales y pragmáticos que ignora sus fundamentos éticos y políticos, con el consecuente empobrecimiento de su potencial transformador. El objetivo de este artículo es analizar críticamente estos usos instrumentales de mindfulness respecto a su significado y fundamentos originales, como un proceso de adaptación a la cultura moderna (particularmente, su conversión en objeto de consumo y/o en una tecnología neoliberal), para, finalmente, realizar una propuesta que integra la atención plena en el sistema educativo como práctica transformadora, respetando su esencia y naturaleza ontológica a través de una educación hacia el desarrollo de la consciencia del ser humano.AbstractIn contrast to the current tendency to prioritize theinstrumentalistfunction of education, we are witnessing the resurgence of interest in its non-cognitive function, attention to the affective-emotional education of students, and the incorporation of non-cognitive traits into the educational agenda that guides education towards personal and social development. In this sense, numerous interventions based on mindfulness in the educational field have shown benefits both to teachers and students in the cognitive, emotional and social dimensions. However, various authors have denounced the use of a superficial practice of mindfulness oriented to instrumental and pragmatic ends that ignores its ethical and political foundations, with the consequent impoverishment of its transforming potential. The objective of this article is to criticallyanalysethese instrumental uses of mindfulness regarding its meaning and original foundations, as a process of adaptation to modern culture (particularly, its conversion into an object of consumption and/or a neoliberal technology),to finally, make a proposal that integrates mindfulness in the educational system as a transformative practice, respecting its essence and ontological nature through an education towards the development of the consciousness of the human being.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":"60 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87113211","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":"Inteligencia emocional y habilidades sociales en la conducta disruptiva de estudiantes del nivel secundario | Emotional intelligence and social skills in the disruptive behavior of secondary school students","authors":"María Emilia Colichón Chiscul","doi":"10.25115/ecp.v13i26.2679","DOIUrl":"https://doi.org/10.25115/ecp.v13i26.2679","url":null,"abstract":"La investigación tiene por objetivo determinar la influencia de la inteligencia emocional y habilidades sociales en la conducta disruptiva de estudiantes del nivel secundario. Se trabajó con una muestra de 210 estudiantes del nivel secundario de la Institución Educativa PNP Alipio Ponce Vásquez del Cercado de Lima que fueron seleccionados de forma probabilística. La técnica que se utilizó fue la encuesta y los instrumentos de recolección de datos fueron cuestionarios para medir las variables en estudio. Para determinar la confiabilidad se utilizó el Coeficiente Alfa de Cronbach. Para el análisis de datos se empleó el programa estadístico SPSS, versión 19, con el cual se realizó estadística descriptiva e inferencial, mediante análisis multivariado para la comprobación de la asociación entre las variables de estudio. Se concluye según la prueba de Nagelkerke una dependencia porcentual de 31.6%, de influencia de la inteligencia emocional y las habilidades sociales en la conducta disruptiva; asimismo se indica un 70.9% de área bajo la curva COR; lo que implica que la inteligencia emocional y las habilidades sociales influyen en la conducta disruptiva de estudiantes del nivel secundario de la IE PNP Capitán Alipio Ponce Vásquez, año 2016.AbstractThe research aims to determine the influence of emotional intelligence and social skills on the disruptive behavior of secondary school students. We worked with a sample of 210 students of the secondary level of the Educational Institution PNP Alipio Ponce Vasquez of Cercado de Lima who were selected in a probabilistic manner. The technique used was the survey and the data collection instruments were questionnaires to measure the variables under study. To determine reliability, Cronbach's Alpha Coefficient was used. The SPSS statistical program, version 19, was used to analyze the data, with which descriptive and inferential statistics were used, using multivariate analysis to check the association between the study variables. A percentage dependenceof31.6%onthe influence of emotional intelligence and social skills on disruptive behavior is concluded according to the Nagelkerke test; likewise, 70.9% of the area under the COR curve is indicated; which implies that emotional intelligence and social skills influence the disruptive behavior of high school students of the IE PNP Captain Alipio Ponce Vásquez, 2016.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":"97 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89107973","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":"Physical exercise and sedentary lifestyle: health consequences | Ejercicio físico y estilo de vida sedentario: consecuencias para la salud","authors":"D. Monteiro, S. Machado, J. Moutão, Teresa Bento, Anabela Vitorino, Susana Alves, F. Rodrigues, João Lucas Maciel de Lima, D. Teixeira, Eric Murillo-Rodríguez, L. Cid","doi":"10.25115/ecp.v12i25.2420","DOIUrl":"https://doi.org/10.25115/ecp.v12i25.2420","url":null,"abstract":"Perhaps the greatest barriers to achieving major advances in public health in the twenty-first century result from the paralysis of the pandemic paradigm or from the widespread inability to envision alternative or new models of thought. Human movement represents a complex behavior that is influenced by personal motivation, health and mobility problems, genetic factors, and the social and physical environments in which people live. These factors exert an influence on the propensity to engage in sedentary behaviors as well as physical activity. However, the biological, social and environmental pathways leading to sedentary behavior versus physical activity may be different. In addition, the health effects associated with sedentary behavior and physical activity may be the result of different biological mechanisms. Thus, our objective was to discuss the importance of physical exercise for health and the consequences of a sedentary lifestyle. Research on sedentary behavior has been growing; however, the evidence for its determinants is relatively sparse. More studies are needed to obtain more conclusive results, because it is fundamental to understand these complex relationships related to the practice and the acquisition of active and healthy lifestyles as opposed to a sedentary lifestyle.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82936540","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":"Diferencias en los estilos de vida de escolares españoles y migrantes | Lifestyle differences between Spanish national and migrant students","authors":"Raúl Jiménez Boraita, Josep Mª Dalmau Torres, Esther Gargallo Ibort, D. A. Alsina","doi":"10.25115/ecp.v12i25.2293","DOIUrl":"https://doi.org/10.25115/ecp.v12i25.2293","url":null,"abstract":"La población migrante constituye una parte importante de nuestra realidad social y escolar. Para favorecer su integración en el sistema educativo, es preciso conocer sus hábitos de vida. El objetivo del estudio fue analizarlos y compararlos con los de sus pares españoles. Se seleccionó una muestra representativa de alumnos de sexto de Educación Primaria de Logroño (La Rioja), obteniendo un total de 329 escolares de los 31 centros de la ciudad. Se les administraron cuestionarios de actividad física (PAQ-C), adherencia a la dieta mediterránea (KIDMED), características demográficas y hábitos de vida. También se valoró su composición corporal y condición física.  El alumnado migrante tenía un nivel socioeconómico y cultural más bajo, además de una menor asistencia al comedor y menor práctica de actividad deportiva organizada. A pesar de esto último, no hubo diferencias en los niveles de actividad física o en la capacidad aeróbica. Por otro lado, reportaron una menor adherencia a la dieta mediterránea, sin embargo, no hubo diferencias en la composición corporal. Por último, pasaban más horas frente a la pantalla y dormían menos por la noche, variables que podrían estar relacionadas. Las intervenciones sanitarias y educativas deberían valorar estos resultados para favorecer la plena inclusión de la población migrante.AbstractThe immigrant population constitutes an important part of society in both social and educational contexts. In order to assist in the integration of migrants into the education system, it is crucial to understand their lifestyle habits. The objective of the present study was to analyze and compare lifestyle habits between migrants and their Spanish counterparts. A representative sample of 329 students attending the sixth year of primary school was recruited from 31 educational centers in the city of Logroño (La Rioja). Participants self-reported their physical activity (PAQ-C), adherence to the Mediterranean diet (KIDMED), demographic characteristics and lifestyle habits. Data for body composition and physical condition were also collected. Students from an immigrant background reported a lower socioeconomic status and cultural status, besides in reduced attendance to school dining rooms and reduce their engagement in physical activity. With regards to physical activity, there were no differences between Spanish national or migrant students in levels of physical activity or in aerobic capacity. On the other hand, migrant students did report a lower adherence to the Mediterranean diet. Despite this finding, no differences in body composition were reported. Finally, immigrant students reported a higher screen time and slept fewer hours per night, outcomes which could be intrinsically related. The findings of the present research have implications for the development of health and/or educative interventions for the complete integration of the immigrant population.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":"5 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78775374","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 libro de texto de música: perspectiva del profesorado de educación secundaria | Textbooks for music education: secondary school teachers’ perspectives","authors":"Marta Alonso Vera, G. Nicolás","doi":"10.25115/ecp.v12i25.2367","DOIUrl":"https://doi.org/10.25115/ecp.v12i25.2367","url":null,"abstract":"El objetivo principal de este estudio es conocer la percepción de los docentes de música de Educación Secundaria acerca del uso del libro de texto. A tal fin, se ha optado por una metodología de estudio de caso, cuya muestra está formada por cinco profesores de diferentes centros educativos de la Región de Murcia. Para la recogida de datos se ha diseñado una entrevista estructurada en cuatro secciones que aporta información sobre los datos personales, aspectos organizativo-didácticos, práctica docente e ideología. Tras la realización de un análisis descriptivo de los datos, los resultados revelan que la búsqueda de orientación y recursos es una de las principales razones por las que el profesorado opta por el uso del libro de texto. Por el contrario, la flexibilidad y la libertad de planificación son los argumentos esgrimidos por los docentes que no utilizan este recurso. Todos los profesores participantes consideran que las editoriales cuando diseñan sus materiales anteponen criterios de facturación a criterios pedagógicos. Asimismo, coinciden en que el futuro del libro de texto es incierto y auguran su desaparición a medio plazo.AbstractThis study main purpose is to know the music secondary teacher’s perception about using or not a textbook. With this goal a methodology of study cases is used, the sample is taken from five music teachers of different schools from Murcia. To recover database, a four-part interview was designed, providing some information about personal subjects, didactics organization, teaching practice, thinking and context. After analysing the database recollected, the evidence is searching orientation and didactic resources is the primary reason for textbook teacher’s user. On the other hand, non-user textbook teachers consider flexibility and freedom of planning as an advantage. All participant teachers take into account that publishing houses are more concerned about billing criteria than pedagogical aspects. Therefore, textbook’s future is uncertain, teachers even forecast its extinction.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":"23 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78681368","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":"Qué hacen los docentes para desarrollar la inteligencia emocional en las aulas universitarias. Un estudio cualitativo | What teachers do to develop emotional intelligence in university classrooms? A qualitative study","authors":"Rocío Fragoso Luzuriaga","doi":"10.25115/ecp.v12i25.2584","DOIUrl":"https://doi.org/10.25115/ecp.v12i25.2584","url":null,"abstract":"El maestro es una figura clave en el aprendizaje y perfeccionamiento de la inteligencia emocional (IE) en educación superior, no obstante, hasta el momento existen pocos trabajos empíricos que identifiquen acciones específicas para su fomento en el aula. Por lo anterior, el objetivo de esta investigación es indagar en las prácticas que los docentes de educación superior emplean, dentro de los salones de clase, para desarrollar la IE de los estudiantes. Con la finalidad de cumplir con dicho propósito se estructuraron cinco grupos focales, en dónde participaron 31 alumnos próximos a finalizar la licenciatura en psicología en la Benemérita Universidad Autónoma de Puebla, cuyas respuestas fueron analizadas mediante la propuesta de Strauss y Corbin (2002) para el desarrollo de teoría fundamentada. Los resultados arrojan que: demostrar pasión; generar climas positivos en el aula; planificar y aplicar actividades específicas; demostra empatía; y ser ejemplo en el manejo y expresión de las emociones son clave para la promoción de la IE. Por lo anterior se concluye que para fomentar ésta habilidad en los estudiantes universitarios el docente tiene que contar con numerosas capacidades emocionales, sociales y cognitivas.AbstractThe teacher is a key figure in the learning and improvement of emotional intelligence (EI) in higher education; however, there are few empirical studies that identify specific actions for the promotion of the ability in the classroom. Therefore, the aim of this research is to inquire the practices that higher education teachers use for the development of EI in their students. To fulfilling this purpose, five focus groups were structured with 31 students next to finish the psychology degree, in the Benemérita Universidad Autónoma de Puebla, whose answers were analyzed by the proposal of Strauss & Corbin (2002) to develop grounded theory. The results show that: demonstrate passion; generate positive climates in the classroom; plan and implement specific activities; generate empathy; and being an example in the management and expression of emotions are fundamental to the development of EI. Therefore, it is concluded that in order to promote EI in university students, the teacher must have numerous emotional, social and cognitive abilities.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":"56 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90782206","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":"Estilos de enseñanza participativos en las clases de Educación Física y su influencia sobre diferentes aspectos psicológicos | Participatory teaching styles in Physical Education classes and their influence on different psychological aspects","authors":"Iván Lebrero Casanova, B. J. Almagro, P. Sáenz-López","doi":"10.25115/ecp.v12i25.2286","DOIUrl":"https://doi.org/10.25115/ecp.v12i25.2286","url":null,"abstract":"El objetivo del estudio consistió en analizar diferentes aspectos psicológicos (soporte autonomía, necesidades psicológicas básicas, autoestima y motivación) tras una intervención basada en diferentes estilos de enseñanza (impartición de las sesiones por parte del docente y de los alumnos mediante estilos de enseñanza participativos y trabajo cooperativo). Se llevó a cabo un diseño de investigación cuasi-experimental pre-post con un grupo control y otro experimental. En el grupo control se mantuvo la dinámica habitual de clase (con el docente de Educación Física) y en el experimental era el alumnado (quién con la supervisión del profesor) quien impartía las clases. Los resultados mostraron que en el grupo experimental se produjo un descenso del soporte autonomía del docente y una mejora en la relación con los demás, en la autoestima y en la regulación externa (que disminuyó). La mayor implicación del alumnado en su proceso enseñanza-aprendizaje hizo mejorar los diferentes aspectos psicológicos estudiados.AbstractThe main objective of this study was to analyze different psychological aspects (autonomy support, basic psychological needs, motivation and self-esteem) after an intervention process based on several teaching styles (lesson implementation by the teacher and the students with means of participatory teaching styles and cooperative work). A pre-post quasi-experimental research design was carried out with a control group and an experimental group. With the control group, the usual classroom dynamics (with the Physical Education teacher) were maintained, and with the experimental group the students (with the supervision of the teacher) taught the lessons. Results showed that the experimental group experienced a decline in autonomy support of the teacher and an improvement in the sense of relatedness, self-esteem, and external regulation (which declined). The greater involvement of the students in their teaching-learning process improved the different psychological aspects studied.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":"32 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85894755","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 desafío educativo del siglo XXI: relevancia de la cooperación entre familia y escuela | The educational challenge of the twenty-first century: relevance of the cooperation between family and school","authors":"Lucía María Parody García, María Jesús Santos Villalba, María José Alcalá del Olmo Fernández, Estela Isequilla Alarcón","doi":"10.25115/ECP.V12I24.2284","DOIUrl":"https://doi.org/10.25115/ECP.V12I24.2284","url":null,"abstract":"En los últimos tiempos, estamos asistiendo a una transformación de orden social, político, económico y cultural que deja sentir sus influencias en las instituciones educativas. De ser un lugar limitado de forma exclusiva a la transmisión de contenidos, la escuela se ha convertido hoy día en un espacio que debe formar para la vida. Ante tal cambio de perspectiva, es preciso que tanto la familia como la escuela tengan que redefinir sus funciones. En coherencia con lo anterior, se hace necesario el establecer un diálogo entre los diversos agentes socializadores (escuela-familia-sociedad) con el fin de lograr un objetivo común: el desarrollo integral del alumnado. El principal propósito de esta investigación es analizar la colaboración e implicación de las familias en las escuelas. Para ello, nos hemos apoyado en un paradigma interpretativo de corte cuantitativo y cualitativo, contando con una muestra constituida por 268 familias y 18 docentes pertenecientes a dos centros educativos de la provincia de Málaga. Una de las conclusiones que se derivan de nuestro estudio es que la comunicación y cooperación entre los distintos agentes que constituyen la comunidad educativa es primordial para garantizar una educación de calidad.AbstractIn the past times, we have assisted to a transformation of social, political, economic and cultural order that let us feel their influence in the educational institutions. From being a limited place exclusively to the transmission of content, the school has become now a day in a place that must be part of our life’s. Before such a change of perspective, it is wonderful that such the family as the school have to redefine their functions. In coherence with the above, it makes it necessary to establish a dialog between the diverse social agents (school-family-society) in order to achieve a common goal: the integral development of the student. The main purpose of this investigation is to analyze the collaboration and implication of the families in the schools. Thus, we have supported in an interpretative paradigm of quantitative and qualitative cut, counting with a constituted sample by 268 families and 18 teachers belonging to two educational centers from the province of Málaga. One of the conclusions which are derived from our study is that the communication and cooperation between two different agents that they establish the educational community is overriding to guarantee a quality education.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":"10 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74752593","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":"Estudio exploratorio de la ansiedad escénica y la respiración diafragmática en el aula de saxofón | Scoping study of the stage fright and diaphragmatic breathing in the saxophone classroom","authors":"E. Navarro","doi":"10.25115/ecp.v12i24.2175","DOIUrl":"https://doi.org/10.25115/ecp.v12i24.2175","url":null,"abstract":"El presente estudio surge como fruto de la experiencia como instrumentista de viento, que ha llevado a tomar consciencia sobre los distintos problemas que son comunes a los instrumentistas de esta familia; aunque, concretamente, se ha partido de la observación de los saxofonistas. El adecuado trabajo de la técnica respiratoria diafragmática en el aula instrumental, tranquilizará el sistema nervioso, facilitará la comunicación entre los hemisferios cerebrales y equilibrará la energía del músico; trabajo que se verá potenciado gracias a la aplicación de diversas técnicas respiratorias durante el proceso de aprendizaje respiratorio en clase. Este artículo muestra un estudio exploratorio acerca de los principales problemas que aquejan a los músicos y las formas de afrontarlo desde el aula de Saxofón que siguen los docentes; así, se ha podido comprobar que, a nivel pedagógico, la escasez bibliográfica queda justificada por la falta de importancia didáctica que se le da en el aula.AbstractThe present study arises as a result of the experience as an instrumentalist of wind, which has led to taking awareness of the various issues that are common to the instrumentalists of this family; Although, in particular, has started from the observation of the saxophonists. Proper work of the diaphragmatic breathing technique in the instrumental classroom, reassured nervous system, will facilitate communication between the cerebral hemispheres and balance the power of the musician; work, which will be enhanced through the application of different breathing techniques during the process of respiratory learning in class. This article shows an exploratory study about the main problems afflicting musicians and forms of address it from the classroom of saxophone following teachers; Thus, is has been found that educational level, the bibliographic shortage is justified by the lack of didactic importance given in the classroom.","PeriodicalId":42811,"journal":{"name":"Espiral-Cuadernos del Profesorado","volume":"11 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80497994","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}