Educatio Siglo XXI最新文献

{"title":"Evaluación de la influencia del factor familia en la Cordillera Sur de la Región de Murcia","authors":"Ana Alemán Aledo, María Luisa Belmonte","doi":"10.6018/educatio.437981","DOIUrl":"https://doi.org/10.6018/educatio.437981","url":null,"abstract":"The present study is linked to the family factor on the assumption that from childhood children are subjected to a series of variables implicit in their family environment. Thus, the relationships between family members, the cultural environment, the type of educational style offered by the parental subsystem, etc., can condition the level of academic training achieved by people. With the purpose of knowing how the family factor influences the academic training of children in the Southern Cordillera of the Region of Murcia, the existing climate in families is analyzed and the elements of the family home climate are contrasted according to their academic training. The sample of the study included 278 people and an ad hoc questionnaire was used to gather data. Statistically significant differences are found between people who have higher degrees and those who have completed basic education, in most cases. The conclusions drawn reflect that family relationships are within normality, as well as the degree of affection, communication and academic expectations shown by the parental subsystem towards their peers, although they consider the actions to provide help with school tasks at home are insufficient, as well as their initiatives to foster family leisure activities.\u0000 El presente estudio está vinculado al factor familia, partiendo del constructo que avala que, desde la infancia los niños se encuentran sometidos a una serie de variables implícitas en su entorno familiar. Así, las relaciones entre los miembros de la familia, el ambiente cultural, el tipo de estilo educativo ofrecido por el subsistema parental, etc., pueden condicionar el nivel de formación académica alcanzado por las personas.Con el propósito de conocer cómo influye el factor familia en la formación académica de los hijos, en la Cordillera Sur de la Región de Murcia, a través de un cuestionario ad hoc y una muestra de 278 personas, se analiza el clima existente en las familias y se contrastan los elementos del clima familiar del hogar en función de su formación académica, hallándose diferencias estadísticamente significativas entre las personas que poseen titulaciones superiores y las que han cursado formación básica, en la mayoría de los supuestos. Las conclusiones extraídas reflejan que las relaciones familiares se encuentran dentro de la normalidad, al igual que el grado de afecto, comunicación y expectativas académicas mostrado por el subsistema parental hacia sus congéneres, aunque consideran insuficientes sus acciones para proporcionar ayuda con las tareas escolares en casa, al igual que sus iniciativas en la realización de actividades de ocio en familia.","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":"17 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71330210","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":"A New Tool for Assessing the Understanding of Calculus by Relying on Relational and Instrumental Understanding","authors":"Hojjat Moosavi, A. Tehranian, H. Doostie, A. Shahvarani","doi":"10.6018/educatio.432431","DOIUrl":"https://doi.org/10.6018/educatio.432431","url":null,"abstract":"The changes in high school mathematics books in recent years have led to some changes in the concept of calculus, and majority of learners used to work hard on memorizing rather than understanding. In the early years after entering university, they will be challenged by the same concepts and their application in other sciences. Review of the previous studies have shown that no research instrument has been developed to address such challenges till now. Then, the researchers of the study developed and standardized an instrument. The population consisted of all first-year undergraduate students of engineering and basic sciences fields from of University in Tehran. Using purposeful sampling technique, 162 male and female students were selected. All of them selected had passed the course of calculus 1. The researchers considered some factors and developed an instrument and finally validated it based on those components. Moreover, since there were no available tools to measure the derivative’s relational and instrumental understanding, some questions regarding the concept of derivative definition were designed and added to the end of the questionnaire. Finally, after the investigations conducted through exploratory factor analysis, a research instrument was developed and introduced to measure the understanding of the concept of derivative and its instrumental and relational understanding.\u0000 Los cambios en los libros de matemáticas de la escuela secundaria en los últimos años han llevado a algunos cambios en el concepto de cálculo, y la mayoría de los estudiantes solían trabajar duro para memorizar en lugar de comprender. En los primeros años después de ingresar a la universidad, serán desafiados por los mismos conceptos y su aplicación en otras ciencias. La revisión de los estudios anteriores ha demostrado que hasta ahora no se ha desarrollado ningún instrumento de investigación para abordar tales desafíos. Luego, los investigadores del estudio desarrollaron y estandarizaron un instrumento. La población estaba compuesta por todos los estudiantes de primer año de pregrado de ingeniería y ciencias básicas de la Universidad de Teherán. Usando una técnica de muestreo intencional, se seleccionaron 162 estudiantes varones y mujeres. Todos los seleccionados habían pasado el curso de cálculo 1. Los investigadores consideraron algunos factores y desarrollaron un instrumento y finalmente lo validaron con base en esos componentes. Además, dado que no había herramientas disponibles para medir la comprensión relacional e instrumental de la derivada, se diseñaron y agregaron algunas preguntas sobre el concepto de definición de derivada al final del cuestionario. Finalmente, después de las investigaciones realizadas a través del análisis factorial exploratorio, se desarrolló e introdujo un instrumento de investigación para medir la comprensión del concepto de derivada y su comprensión instrumental y relacional.","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49502054","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":"Análisis del conocimiento especializado en matemáticas con maestros en formación: una experiencia con la representación de fracciones","authors":"B. Arteaga-Martínez, Mónica Arnal-Palacián","doi":"10.6018/educatio.436461","DOIUrl":"https://doi.org/10.6018/educatio.436461","url":null,"abstract":"Preservice teacher preparation in mathematics must focus on content that has traditionally been taught through procedures which are not very comprehensive, such as operations with fractions, in order to design training guidelines that anticipate possible errors acquired previously. In this study, we focused our attention on the registers of representation of fractions (pictorial, symbolic and natural language), to favor the construction of fractions and the understanding of operations. We present the research carried out with a sample of 85 students who are currently studying the Degree in Primary Education. Data were collected before and after instructions with manipulative materials. Work samples were analyzed from the perspective of MTSK (Mathematics Teacher's Specialized Knowledge) analysis. The results of the pretest indicate that students use numbers that facilitate representation, and the pictorial record is used by a minority of the future teachers. The main error is not recognizing that the parts into which the whole is divided are of equal size. The results after the training indicate a change in the choice of representation and a conceptual improvement in the pictorial and symbolic registers which become more common after training. This study has helped to identify obstacles in the learning of operations with fractions, making clear the need to work on them from a perspective that targets the understanding of the content, while facilitating subsequent teaching from the use and connection between the different representation registers\u0000 La formación en matemáticas de los futuros maestros debe fijarse en contenidos que tradicionalmente se han enseñado desde procedimientos poco comprensivos, como las operaciones con fracciones, para diseñar pautas formativas que se anticipen a los posibles errores que se han adquirido de manera previa. En este trabajo, centramos nuestra atención en los registros de representación de las fracciones (pictórico, simbólico y lengua natural), con el objetivo de favorecer la construcción de las fracciones y la comprensión de las operaciones. Presentamos la investigación realizada con una muestra de 85 estudiantes que cursan el Grado en Educación Primaria. Los datos se recopilaron antes y después de una instrucción con material manipulativo. Se analizan muestras de trabajo desde la perspectiva de análisis del MTSK (Mathematics Teacher’s Specialised Knowledge). Los resultados del pretest señalan que utilizan números que les facilitan la representación, y que pocos de los futuros maestros utilizan el registro pictórico. El error principal es no reconocer que las partes en que se divide el todo son de igual tamaño. Los resultados tras la formación señalan un cambio en la elección de la representación y una mejora conceptual en los registros pictórico y simbólico, convirtiéndose en más habituales tras la formación.","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46210972","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":"Música, aprendizaje cooperativo y experiencia emocional: análisis de una intervención literario-musical en la formación inicial del docente","authors":"Javier Benito Blanco, Juan José Pastor Comín","doi":"10.6018/educatio.432101","DOIUrl":"https://doi.org/10.6018/educatio.432101","url":null,"abstract":"This study presents the benefits of music in educational processes through a proposal for intervention and research carried out at higher education levels (Degree in Primary Education). Based on the link between music, emotions, interpersonal skills and literary art, we propose a methodological strategy of cooperative learning (learning together) which used musical resources to teach literature content. In order to verify its effectiveness, this quasi-experimental intervention was compared with two other ones: another learning together intervention without musical resources, and a jigsaw action. We tapped into students’ development of literary competence, their emotional experimentation, their evaluation of the intervention and their perception of the degree of interdisciplinarity involved in the intervention. The conclusions indicate that the intervention with music, which obtains better results in the majority of categories, is held by these students as an essential educational option for holistic teacher training.\u0000In order to verify its effectiveness, it is put it into practice together with another learning together intervention without musical resources, and another jigsaw action. We follow an experimental system comparing the results according to the development of literary competence, emotional experimentation, its evaluation and the perception of its grade of interdisciplinarity.\u0000The conclusions indicate that music, which obtains better results in the majority of sections, stands as an argumentative and essential educational alternative in integral training.\u0000 El estudio presenta una investigación acerca de los diferentes beneficios de la música en los procesos educativos gracias a sus vínculos con la expresión lírica y los ámbitos emocional e interpersonal. Plantea y recoge para ello una intervención en los niveles de educación superior -la formación inicial del maestro- basada en una estrategia metodológica de aprendizaje cooperativo learning together y apoyada en recursos musicales para el aprendizaje de contenidos literarios. \u0000El diseño experimental de esta investigación será contrastado con una segunda propuesta learning together sin intervención musical y una tercera intervención jigsaw con el fin de determinar su impacto comparativo no solo en el desarrollo de la competencia literaria y la competencia emocional, sino también con el de conocer su percepción como estrategia metodológica y su reconocimiento como metodología interdisciplinar. \u0000Las conclusiones indican que la música, con mejores resultados en la mayoría de los apartados, se erige como una alternativa fundamentada y esencial en la formación integral e interdisciplinar del futuro maestro.","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47230935","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":"Factores asociados a la disrupción de la educación presencial por la COVID-19: alumnado de Enseñanza Superior hacia la educación virtual","authors":"Ciro Andraca-Sánchez, Alejandra Hitahii Muñoz-García, J. González-González","doi":"10.6018/educatio.440391","DOIUrl":"https://doi.org/10.6018/educatio.440391","url":null,"abstract":"This research was carried out during the suspension of face-to-face classes due to SARS-CoV-2. Objectives: to identify the factors associated with the problems faced by learners to continue their studies on-line, and to measure the student’s predisposition to this new way of learning. In the study, 51 students were surveyed, 2x2 tables were made to determine the risk (OR), and chi square (X2) and Fisher's exact tests were conducted. A Likert scale was used to assess students’ opinions and perspectives on their educational environment. In the multivariate analysis the factors associated with the problems to continue studying online were: not having devices for their classes; bad or very bad communication with their teachers; working online was considered from ordinary to very bad; not enough progress in the contents; having three or more family members studying; and the actions taken by the university in the face of the pandemic were held to be ordinary or very bad. The Fisher's exact test revealed that female students were faced with more problems to communicate with teachers and to continue with their studies. On the Likert scale, the lack of student-teacher communication was the worst evaluated aspect. Poor student-teacher communication, especially as perceived by female students, is not exclusive of this study and coincides with previous research in which lack of technological tools, connectivity and institutional care are also widely mentioned factors. The effect of the factors associated with the problems to continue studying can be summarized as follows: improving the communication and empathy of the teaching staff in view of the socio-economic context of their students\u0000In this work, 51 students (35 women and 16 men) were surveyed. Using SPSS v.25 statistical software, 2 X 2 tables were made to determine the risk (OR), the statistical significance of chi square (X2) with p values <.05 (Fisher's exact test). In the results, it was found that one in five students has difficulties with connectivity to the internet network and 21.5% (11/51) reported having problems to continue their studies due to the deficiency of their own computer equipment; effective communication with their teachers; the new form of virtual work; progress in the contents of the learning units; have more than 3 family members studying and, the actions of the university against COVID-19.\u0000In the second part of the study, the Likert-type scale was used to assess five clusters: 1) student-teacher communication, 2) satisfaction with the final result, 3) the attention received from teachers, 4) the grade obtained with the development of their academic activities and 5) the way of evaluating learning.\u0000 Esta investigación se realizó durante la suspensión de clases presenciales, debido al alto contagio del SARS-CoV-2. Objeti-vos: identificar los factores asociados con los problemas para seguir sus estudios de forma virtual, y medir la predisposición estudiantil ante la nueva forma d","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47248129","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":"Cooperative learning in the CLIL classroom: challenges perceived by teachers and recommendations for Primary Education","authors":"Cristina Castillo-Rodriguez, Beatriz Prat Fernández","doi":"10.6018/educatio.433411","DOIUrl":"https://doi.org/10.6018/educatio.433411","url":null,"abstract":"The popularity of Content and Language Integrated Learning (CLIL), as a pedagogical approach requiring a flexible methodology to learn content and a foreign language (FL), is unquestionable today. Cooperative learning (CL) seems to be an ideal methodology to meet the demands of CLIL. This study is aimed at collecting the perceptions of CLIL teachers with regard to the challenges that this approach entails when CL is implemented in primary-school classrooms. The respondents (n= 35) completed an online survey with 25 questions (closed-ended and open-ended). Results revealed the following challenges: use of the target language for interaction; motivation; lack of time; potential management problems; and assessment. On the other hand, respondents declared that in order to feel confident when combining CLIL and CL they would need more training. Finally, we provided some recommendations for each grade of Primary Education so as to shed some light on the challenges teachers perceive when CL is employed in CLIL subjects. This leaves an open door for further studies on CL in CLIL lessons from other countries.\u0000 Nadie pone en duda la popularidad de la cual goza el enfoque pedagógico denominado Aprendizaje Integrado de Contenidos y de Lenguas Extranjeras (AICLE), que requiere de una metodología flexible para el aprendizaje de contenidos y de lengua extranjera (LE). El Aprendizaje Cooperativo (AC) se muestra, de hecho, como una metodología ideal que cubre las necesidades de AICLE. El objetivo de este artículo es recopilar las percepciones de docentes AICLE con respecto a los retos que supone este enfoque cuando implementan AC en las aulas de primaria. Los informantes (n= 35) respondieron un cuestionario online de 25 preguntas (cerradas y abiertas). Los resultados de este trabajo reflejan los siguientes retos: uso de la lengua meta para la interacción; motivación; falta de tiempo; problemas de gestión potenciales; y evaluación. Por otro lado, los informantes declararon que para sentirse seguros a la hora de combinar ambos (AICLE y AC) necesitarían más formación al respecto. Además de presentar los retos percibidos por parte de los participantes, propondremos una serie de recomendaciones para cada curso de Educación Primaria con el fin de que arrojen luz a estos retos, dejando una puerta abierta para futuros estudios sobre AC en clases AICLE en otros países.","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41372821","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":"Las leyes de educación en España vs resultados de evaluación del Informe Pisa","authors":"Marta Cuñat Roldán, R. J. Cuñat Giménez","doi":"10.6018/educatio.431691","DOIUrl":"https://doi.org/10.6018/educatio.431691","url":null,"abstract":"During the 40 years in which Spain has been a democracy 7 educational laws have been enacted with the aim of improving the educational system. However, the various assessments that have been carried out in our country through the PISA (Program for International Student Assessment) Report have not reflected this improvement. This study collected statistical data published by the PISA Report since the first evaluations were activated, both for the area of Reading and Mathematics and Science. The aspects relating to the competences assessed in the PISA Report were also drawn from the various educational laws applied since 2000. The results revealed that competence in Reading improved slightly among students, while in Mathematics there was no improvement and in Science there was even a setback. In the last PISA evaluation, the regions of Castilla-La Mancha and Navarra obtained remarkable results for Reading, with scores only below Finland at a European level, while in Mathematics and Science the differences between regions were small, being in line with the European average scores. This study demonstrates that the impact of the successive educational laws enacted in Spain since 2000 on the results in the PISA report assessments has been low and even negative, with just a few regions at similar levels of performance as those reported for the top five European countries for each of the skills assessed.\u0000 En España se han promulgado 7 leyes edu-cativas en los 40 años que llevamos de democracia, con el objetivo de mejorar el sistema educativo. Sin embargo, las dife-rentes evaluaciones que se han realizado en nuestro país a través del informe PISA (Programme for International Student As-sessment) no han reflejado esta mejora. En este trabajo se han recogido datos estadís-ticos publicados por el informe PISA desde que se activaron las primeras evaluaciones, tanto para el área de Lectura como de Matemáticas y Ciencias. Así mismo, se han extraído de las diferentes leyes educativas aplicadas desde el año 2000 los aspectos que tienen relación con las competencias que se evalúan en el informe PISA. El re-sultado del estudio muestra que la com-petencia en Lectura mejora ligeramente entre los alumnos/as, mientras que en Ma-temáticas no se produce ninguna mejora y en Ciencias incluso aparece un retroceso. Por Comunidades Autónomas, en Lectura destaca en la última evaluación efectuada Castilla-La Mancha y Navarra, con puntua-ciones solo por debajo de Finlandia a nivel europeo, mientras que en Matemáticas y Ciencias las diferencias entre Comunida-des son pequeñas, situándose en la media europea. Se evidencia que el impacto de las sucesivas leyes educativas promulga-das en España desde el año 2000 sobre los resultados en las evaluaciones del Informe PISA ha sido escaso e incluso negativo, siendo pocas las Comunidades que se en-cuentran en niveles semejantes a los cinco primeros países europeos en alguna de las competencias evaluadas.","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48906509","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":"Gramática lúdica y creativa. Una experiencia para hacer más accesibles los contenidos gramaticales en Educación Primaria","authors":"Sergio Suárez Ramírez, Marta Mateos Núñez, Miriam Suárez Ramírez","doi":"10.6018/educatio.427811","DOIUrl":"https://doi.org/10.6018/educatio.427811","url":null,"abstract":"La enseñanza de la lengua y la literatura ha de ser una experiencia lúdica y sensorial para el alumnado, sobre todo a la hora de desarrollar contenidos curriculares referidos a la reflexión sobre la propia lengua y la gramática. Este trabajo expone una investigación empírica llevada a cabo mediante el trabajo de campo y la realización de actividades lúdicas en torno a los usos del lenguaje, desarrollada primero con 18 alumnos del Grado de Maestro de la Facultad de Educación de Soria (Universidad de Valladolid) y, después, con 274 escolares de seis centros de Educación Primaria de la ciudad donde desarrollan sus prácticas curriculares. La experiencia consistió en la realización, bajo la supervisión de sus tutores, de actividades a modo de juegos creativos en tres niveles lingüísticos: letras, palabras y textos. Los objetivos planteados fueron: despertar la curiosidad y el sentido critico del alumnado participante en la experiencia, tanto universitario como de la etapa de Educación Primaria; propiciar la reflexión sobre el código lingüístico para mejorar la expresión oral y escrita de los escolares; y facilitar la asimilación de diversos contenidos curriculares de forma libre, autónoma y cooperativa. Al presentarse como juegos, pudieron aplicarse con igual rendimiento en estas dos etapas educativas (Primaria y Universidad). En su realización, los errores se contemplaron como una oportunidad creativa. Los resultados obtenidos confirman el valor de la enseñanza de la gramática de forma lúdica y creativa. La mayoría de los escolares de Educación Primaria mejoró los resultados en cuanto a esfuerzo, corrección lingüística o lectura en voz alta; por su parte el alumnado universitario apreció la importancia de incluir recursos lúdicos en los procesos de enseñanza y aprendizaje, al repercutir sobre una mejor actitud afectiva del alumnado, reforzando la importancia de la sugestopedia como metodología en la enseñanza lingüística.\u0000Este trabajo expone una experiencia basada en actividades lúdicas que han sido desarrollada primero con 18 alumnos del Grado de Maestro de la Facultad de Educación de Soria (Universidad de Valladolid) y, después, con 274 escolares de seis centros de Educación Primaria de la ciudad donde desarrollan sus prácticas curriculares. La experiencia consistió en la realización, bajo la supervisión de sus tutores, de actividades a modo de juegos creativos en tres niveles lingüísticos: letras, palabras y textos, con el objetivo de despertar la curiosidad y el sentido crítico, propiciar la reflexión sobre el código y mejorar la expresión oral y escrita de los escolares, al tiempo que se asimilaban de forma libre, autónoma y cooperativa diversos contenidos gramaticales. Al presentarse como juegos, pudieron aplicarse con igual rendimiento en diversas etapas educativas. En su realización se contempló el error como una oportunidad creativa (Rodari, 2008).\u0000Los resultados obtenidos confirman el valor de esta metodología, al tiempo que se destaca la a","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45805821","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":"De la normatividad hacia la alteridad. Estudio mixto sobre el tratamiento de la diversidad en películas Disney","authors":"V. Monleón","doi":"10.6018/educatio.423291","DOIUrl":"https://doi.org/10.6018/educatio.423291","url":null,"abstract":"La diversidad es condición sine qua non de la propia existencia, no entendida únicamente a nivel físico sino como cualquier diferencia entre personas. Por ello, esta se percibe como la suma de la normatividad y alteridad. Esta realidad se convierte en una de las pretensiones de la escuela actual, especialmente durante la Educación Infantil como periodo educativo en el que se asientan los valores de tolerancia y respeto. No obstante, se cuenta con barreras en cuanto a dicho paradigma inclusivo con elementos como la cultura visual de la imagen que en parte de sus producciones incluye un discurso separatista, clasista y en contra de la diferencia. Un ejemplo concreto radica en la colección “Los clásicos” Disney como conjunto cinematográfico que exalta la normatividad occidental opacando la alteridad, y presentándola como situación normalizada. Como consecuencia, se procede a un estudio de tipo mixto para mostrar los filmes de esta colección que presentan un tratamiento positivo e inclusivo de la alteridad y que sirven por tanto como recurso didáctico para las plantillas docentes de la etapa educativa de Educación Infantil. Con todo, una de las sub-categorías más destacadas en el conjunto analizado es la normalidad con la que se presentan las Necesidades Educativas Especiales y razas diferentes a la blanca occidental. \u0000 Diversity is a sine qua non condition of existence and it should not be only understood on a physical level but also as any difference between people. For this reason, diversity is perceived as the sum of normativity and otherness. The approach of diversity has become one of the aims of present-day schools, especially during Early Childhood Education because this is the period when the values ​​of tolerance and respect are established. However, there are barriers to this inclusive paradigm. One of them comes from the visual culture of images because part of its productions includes a separatist, classist and anti-difference discourse. A concrete example lies in the Disney \"classics\". This set of films exalts Western regulations, presenting them as the norm and, therefore, overshadowing otherness. To tackle this situation, the present mixed-method study focuses on the analysis of those films within the Disney classics which present a positive and inclusive treatment of alterity. These films, therefore, serve as a pedagogical resource for Early Education teaching staff. One of the most prominent sub-categories emerging from the analyzed films is the normality with which special needs and ethnicities different from the white Western one are presented.","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42350641","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":"Las metodologías que desarrollan las mujeres bertsolaris en las bertso-eskolas. Aportaciones para la coeducación","authors":"Gema Lasarte, A. Ugalde, Andrea Perales-Fernández-de-Gamboa, Pilar Aristizabal","doi":"10.6018/educatio.422761","DOIUrl":"https://doi.org/10.6018/educatio.422761","url":null,"abstract":"El bertsolarismo sincretiza aspectos tan divergentes entre sí como la literatura oral, la plaza, la lengua y el humor y surge con los y las bertsolaris. Pero al igual que sucede en muchas situaciones análogas culturales, las mujeres bertsolaris han sido omitidas en su historia. No obstante, en las últimas décadas, las bertsolaris han aparecido en la escena pública. En la actualidad la mitad del alumnado de las bertso-eskolas, donde se forman los bertsolaris, son mujeres. Este artículo versa sobre la improvisación y el género en general y sobre las bertso-eskolas y las bertsolaris en particular. Para ello, se pasó un cuestionario a las 200 bertsolaris actuales y se realizaron 10 entrevistas en profundidad y 5 grupos de discusión con 20 bertsolaris y profesionales para profundizar en los resultados del cuestionario y analizar cómo se formaron en la improvisación y cómo forman ellas actualmente. Concluyeron que ellas rechazan fomentar la competitividad y desarrollan metodologías coeducativas con estrategias más lúdicas, cooperativas, horizontales y participativas en las bertso-eskolas.\u0000 \u0000 Bertsolarism, a practice which is conducted by bertsolaris, syncretizes aspects as divergent from one another as oral literature, square towns, language, and humour. In line with other cultural situations, female bertsolaris have been omitted from their own history. However, in recent decades, female bertsolaris have started gaining momentum in the public scene. Currently, half of the students of verse-schools, where bertsolaris are formed, are women. This article taps into improvisation and gender in general and about verse-schools and female bertsolaris in particular. To do so, 200 contemporary bertsolaris were surveyed through a questionnaire. Besides, 10 in-depth interviews and 5 discussion groups were conducted with 20 bertsolaris and professionals to extend the results of the questionnaires and analyze how bertsolaris were trained in improvisation in the past and how these bertsolaris are currently training future generations. The results show that these verse-schools reject competitiveness, promoting, instead, coeducational methodologies with more playful, cooperative, horizontal and participatory strategies.\u0000 ","PeriodicalId":44691,"journal":{"name":"Educatio Siglo XXI","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44030641","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}