Revista Internacional de Educacion para la Justicia Social最新文献_第8页

Participación Estudiantil, Institucionalidad Escolar y Ciudadanía Democrática: Desafíos Pendientes desde la Experiencia Peruana 学生参与、学校制度和民主公民身份：秘鲁经验以来悬而未决的挑战

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.003

Lars Stojnic

{"title":"Participación Estudiantil, Institucionalidad Escolar y Ciudadanía Democrática: Desafíos Pendientes desde la Experiencia Peruana","authors":"Lars Stojnic","doi":"10.15366/riejs2020.9.2.003","DOIUrl":"https://doi.org/10.15366/riejs2020.9.2.003","url":null,"abstract":"The article explores, for the Peruvian case, the potential of the school experience to foster favorable dispositions among the students towards attitudes considered fundamental for democratic sustainability. The article analyzes the relationship between the organization and functioning of student participation mechanisms and self-recognition of one's ability to influence public life. The analysis of the information, product of the combination of uni and bivariate analysis and regressions under the Ordinary Least Squares method, arose from the application of a survey to high school students from six Peruvian public schools. The results evidence the relationship between school experience and the development of democratic attitudes; mainly, with respect to how the effective possibility of the students to influence relevant issues in their school, would affect a greater recognition of themselves as citizens capable to exercise public power. Thus, the article provides evidence to discuss the importance of transcending the electoral (procedural) approach of democracy and to promote that school institutionalism is consistent with the commitment to the formation of citizenship as the democratic main subjectivity.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"49-70"},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46402042","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

La Interseccionalidad como Herramienta de Análisis del Fracaso Escolar y del Abandono Educativo: Claves para la Equidad 交叉性作为分析学校失败和辍学的工具：公平的关键

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-11-21 DOI: 10.15366/RIEJS2020.9.2.013

R. Vázquez

{"title":"La Interseccionalidad como Herramienta de Análisis del Fracaso Escolar y del Abandono Educativo: Claves para la Equidad","authors":"R. Vázquez","doi":"10.15366/RIEJS2020.9.2.013","DOIUrl":"https://doi.org/10.15366/RIEJS2020.9.2.013","url":null,"abstract":"The purpose of this paper is to analyse school failure and dropping out from an intersectional perspective. The qualitative research has been the methodological positioning assumed, with ad hoc information collection strategies and from which it has been possible to face the analysis process. The results allow to identify the matrix of domination that is configured from the various systems of domination that play a key role in the concurrence of school failure and dropping out. The four domains of which it is composed are addressed: structural, disciplinary, interpersonal and hegemonic. It concludes with the evidence that intersectionality allows us to situate ourselves in the devices that define and cause inequalities and injustices, or on the contrary, provoke experiences and situations of privilege. Incorporating the intersectionality tool for the analysis of school failure and dropping out allows us to reinforce the idea that they are not neutral, static and immanent. Intersectionality, as a tool for critical analysis, it is our ally to fight for the rights of those who are excluded, discriminated against, marginalized with an educative project, social and political, committed to the common good, equity and social justice.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"267-283"},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45237673","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: 3

Estudio de Caso sobre el Empoderamiento con Mujeres en Ecuador: Elementos para una Intervención Socio-Educativa 厄瓜多尔妇女赋权案例研究:社会教育干预的要素

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.008

Bianca F. Serrano, Lourdes Y. Cabrera, Rafael Hernández Maqueda, I. Ballesteros, F. Del Moral

引用次数: 3

Sostenibilidad Curricular: Una Mirada desde las Aportaciones del Profesorado de la Universidad de Málaga 课程可持续性:马拉加大学教授的贡献

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-11-21 DOI: 10.15366/RIEJS2020.9.2.015

María José Alcalá del Olmo Fernández, María Jesús Santos Villalba, J. Leiva, Antonio Matas

{"title":"Sostenibilidad Curricular: Una Mirada desde las Aportaciones del Profesorado de la Universidad de Málaga","authors":"María José Alcalá del Olmo Fernández, María Jesús Santos Villalba, J. Leiva, Antonio Matas","doi":"10.15366/RIEJS2020.9.2.015","DOIUrl":"https://doi.org/10.15366/RIEJS2020.9.2.015","url":null,"abstract":"The purpose of this study has been to know the perceptions and competencies of professionals in education at the University of Malaga in the implementation of the Education for Sustainable Development. Following a qualitative methodology, ad hoc semi-structured interviews have been designed based on an interpretative paradigm. The sample has been made up of teachers corresponding to the Degree in Primary Education and Social Education of the University of Malaga. The questions addressed have allowed us to assess the extent to which university professors have integrated the speech of the sustainability on their professional role, as well as the relationships between the university and the need to work an education committed to improving and respecting the environment. Among some of the results obtained, the existence of difficulties in systematically working on sustainability stands out, due to the lack of specific training. Favourable attitudes have been observed in the teaching staff towards introducing changes in their practice aimed at the transversal integration of sustainability, either looking for epistemological links or connections or, where appropriate, emphasizing greater prominence to the acquisition of practical skills in the student learning process. As with other studies, it is clear the importance of interdisciplinary work, permanent training and a predisposition to research.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"30-326"},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15366/RIEJS2020.9.2.015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47025824","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: 3

Subjetividades del Profesorado de Artes y su Rol como Agentes/as de Cambio 艺术教师的主体性及其作为变革推动者的作用

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.009

R. García-Huidobro, Ninoska Schenffeldt Ulloa

{"title":"Subjetividades del Profesorado de Artes y su Rol como Agentes/as de Cambio","authors":"R. García-Huidobro, Ninoska Schenffeldt Ulloa","doi":"10.15366/riejs2020.9.2.009","DOIUrl":"https://doi.org/10.15366/riejs2020.9.2.009","url":null,"abstract":"The article shows the results of the study “Professional subjectivities of artists-teachers in the Los Lagos Region. Transformations of the social into cultural commitment”, which sought to know the subjectivities of the visual arts teachers of the Region Los Lagos in Chile and understand how these subjectivities contribute to the social and cultural development of the region. A mixed methodology was used, with the application of one survey and four focus groups. As main results of the qualitative phase, we find that the shaping of the subjectivities of the artists-teachers and their social and cultural contribution arises from three categories: i) Personal Artistic Creation Located; its doing is a situated practice that involves political decisions of how to rethink the world in a given context, making it ontological-episte-methodological. ii) The Artistic; which will transform and mediate in the social space and iii) Agents of change; where it takes transformative action out of the classroom, promoting participatory action beyond the formal. These onto-episte-methodological practices of the artists-teachers are actions that go directly to disrupt the previously established social-artistic space. The subjectivities of the teaching artist are the very possibility of social transformation of the territory, generating new senses, as a collaborative way of promoting changes through the arts.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"173-195"},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47729687","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

Trayectorias Educativas en el Marco de la Implementación del Ingreso Irrestricto en una Universidad Argentina 在阿根廷大学实施无限制入学的背景下的教育轨迹

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.006

Gloria Isabel Luy Gonzalez, Florencia Nogueira, M. D. Del Valle, María Carolina Grossi

{"title":"Trayectorias Educativas en el Marco de la Implementación del Ingreso Irrestricto en una Universidad Argentina","authors":"Gloria Isabel Luy Gonzalez, Florencia Nogueira, M. D. Del Valle, María Carolina Grossi","doi":"10.15366/riejs2020.9.2.006","DOIUrl":"https://doi.org/10.15366/riejs2020.9.2.006","url":null,"abstract":"In the last decades, public policies aimed at the democratization of education have led to the modification of the regulations for admission and retention in the national universities of Argentina. This research aims to explore the university students’ perceptions about their own educational trajectories in the context of the unrestricted entry policies, and in relation to social, economic, and institutional factors. Semi-structured interviews were conducted with 40 students. The results indicate a divergence in educational trajectories in favor of the groups of students who belong to the most favored social sectors; those who can be economically supported by their parents and those who do not need to work. The interviews also reflect the difficulties that the university system faces (infrastructure, human resources) in responding to the demands of the increase in the number of students. In general, students value the importance of training and supporting freshmen, and the need for teachers with a high academic, pedagogical, and professional background.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"109-129"},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48118107","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

Estudio sobre la Calidad de la Educación en Escuelas de Barrios Periféricos de Santiago de Chile: ¿Una Justicia ante la Marginalización Social? 智利圣地亚哥郊区学校教育质量研究:面对社会边缘化的正义?

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.001

I. Reyes

{"title":"Estudio sobre la Calidad de la Educación en Escuelas de Barrios Periféricos de Santiago de Chile: ¿Una Justicia ante la Marginalización Social?","authors":"I. Reyes","doi":"10.15366/riejs2020.9.2.001","DOIUrl":"https://doi.org/10.15366/riejs2020.9.2.001","url":null,"abstract":"The country's school reforms have placed special importance on the quality of the standardized results that measure student learning. Performance measurement appears as the gateway to progress. The following contribution deals with the schooling of children in three peripheral communities of the Santiago Metropolitan Region. In particular, we will address the views of teachers from municipal and private subsidized schools. Life in a southern zone population is evidence of what the Peruvian sociologist Anibal Quijano called the marginal pole and/or social exclusion. This study seeks to reflect on the quality of education, in light of the experience of schools in peripheral neighborhoods. Also, to observe differences between municipal schools and subsidized private schools. For this we will concentrate on the positioning on the SIMCE test. Social justice appears as the entrance to progress based on the quality of education and individual meritocracy; on the other hand, a short-term justice that translates into assuming the conditions of poverty of students and providing socio-affective support.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"13-27"},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45905151","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

La Educación Secundaria en Argentina: Obligatoriedad, Inclusión y Producción de Nuevas/Viejas Desigualdades Escolares 阿根廷的中学教育：义务教育、包容和产生新的/旧的学校不平等

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.005

Y. D. Maturo, M. C. Bocchio, E. Miranda

引用次数: 0

¿Qué Piensan Estudiantes de Primaria Bonaerenses y Madrileños sobre la Participación Escolar? 布宜诺斯艾利斯和马德里的小学生对学校参与有什么看法?

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.010

A. Juanes, Liliana Jacott

{"title":"¿Qué Piensan Estudiantes de Primaria Bonaerenses y Madrileños sobre la Participación Escolar?","authors":"A. Juanes, Liliana Jacott","doi":"10.15366/riejs2020.9.2.010","DOIUrl":"https://doi.org/10.15366/riejs2020.9.2.010","url":null,"abstract":"The present study aims to find out the ideas that 4th and 6th grade Primary Education students in Madrid and Buenos Aires have about school participation. 153 individual semi-structured interviews were conducted with girls and boys aged 9 and 11 from both countries, in which they were asked to resolve a specific dilemma regarding democratic participation in schools. The results show that girls and boys in 4th and 6th grade of primary school in both cities mostly maintain a conception of participation from an approach that emphasizes the role of personal autonomy in democratic decision-making, in contrast to a focus more centered on authority and merit. There are also gender differences in the representations of school participation in both samples, as well as differences by city in these representations. We conclude by highlighting the importance of investigating how different children's representations develop and coordinate when they interpret and evaluate social reality based on their own experiences with particular cultural practices and educational contexts, in order to account for participation, decision-making and social justice.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"197-217"},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49213251","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

Apoyos para la Calidad de Vida de Escolares con y sin Discapacidad: Revisión de Literatura 支持残疾和非残疾学生的生活质量:文献综述

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Revista Internacional de Educacion para la Justicia Social Pub Date : 2020-11-21 DOI: 10.15366/RIEJS2020.9.2.016

Victoria Sánchez-Gómez, Mauricio López, A. M. Amor, M. Verdugo

{"title":"Apoyos para la Calidad de Vida de Escolares con y sin Discapacidad: Revisión de Literatura","authors":"Victoria Sánchez-Gómez, Mauricio López, A. M. Amor, M. Verdugo","doi":"10.15366/RIEJS2020.9.2.016","DOIUrl":"https://doi.org/10.15366/RIEJS2020.9.2.016","url":null,"abstract":"Actualmente, existe consenso sobre la necesidad de adoptar enfoques de apoyos alineados con la mejora de la calidad de vida, y así favorecer la inclusión de los estudiantes con discapacidad, desde una óptica de derechos y justicia social. No obstante, son escasos los trabajos que diseñen y orienten los apoyos a este fin, volviéndose necesario profundizar en las evidencias disponibles, y así proveer referencias y directrices al respecto. El objetivo fue realizar una revisión sobre los apoyos que se implementan con un enfoque de calidad de vida en contextos escolares ordinarios, identificando la naturaleza de los apoyos, su vinculación y características. Se realizó una revisión sistemática de literatura publicada en el periodo 2008-2018 en las bases ERIC, PsycINFO, ProQuest Central y Scielo. Los hallazgos confirman la escasez de trabajos orientados, implícita o explícitamente, a la mejora de la calidad de vida, lo que es aún más evidente en niveles educativos secundarios. Se discuten posibles implicaciones para la investigación y la práctica en el desarrollo de marcos integradores que alineen derechos, apoyos y calidad de vida, y fomenten las oportunidades de inclusión.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15366/RIEJS2020.9.2.016","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45296490","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