Teoria de la Educacion最新文献_第4页

Ni crítica ni post-crítica: por una pedagogía sin atributos 既不是批评，也不是后批评:为了一种没有属性的教育学

IF 1.5

Teoria de la Educacion Pub Date : 2020-05-13 DOI: 10.14201/teri.22485

Carlos Ernesto Noguera Ramírez

{"title":"Ni crítica ni post-crítica: por una pedagogía sin atributos","authors":"Carlos Ernesto Noguera Ramírez","doi":"10.14201/teri.22485","DOIUrl":"https://doi.org/10.14201/teri.22485","url":null,"abstract":"The present document constitutes a response to the Manfiesto for a Post-critical Pedagogy of Hodgson, Vlieghe and Zamojski. Part of the recognition of points of coincidence with the works that some Latin American authors have developed in this regard but points out that the manifesto fails to identify the central problem of critical pedagogies. In this direction, the text argues that the central problem of these tendencies is that their conception of power is limited to what Foucault called the war and repressive hypotheses of power. Such a way of understanding power, as confrontation or repression, makes education conceived as a political action and, in this way, its fundamentally anthropological character (or in terms of Sloterdijk, anthropotechnical) is invisible. One of the most significant consequences of this fact is that education and pedagogy have been undergoing a process of politicization against which a «criticism» of the «critical tendencies» based on the conceptual horizon of pedagogy is necessary and urgent, and whose effect is its update and reconceptualization. Such an exercise would allow the production of new tools that help to understand the functioning of education as a modernity project. Criticism of the critical tendencies arises from the concepts of government (Foucault) and anthropotechnics (Sloterdijk) that applied to the analysis of the constitution of the modern concept of education lead to propose, following the analysis of Antelo and Serra, a pedagogy without attributes, that is, neither criticism nor post-criticism.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74714778","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

Santos Rego, M. A. (Edit.). (2020). La transferencia de conocimiento en educación. Un desafío estratégico. Madrid: Narcea, 229 pp. 桑托斯·雷戈，m.a.(编辑)。(2020年)。教育中的知识转移。战略挑战。= =地理= =根据美国人口普查，该县的总面积为，其中土地和(3.064平方公里)水。

IF 1.5

Teoria de la Educacion Pub Date : 2020-05-13 DOI: 10.14201/teri.22381

Isabel Cantón Mayo

引用次数: 1

Martínez, M., y Jolonch, A. (2019). Las paradojas de la innovación educativa. Barcelona: Horsori, 283 pp.

IF 1.5

Teoria de la Educacion Pub Date : 2020-05-13 DOI: 10.14201/teri.22479

Gladys Merma Molina

引用次数: 0

Un sexto principio para el 'Manifiesto por una pedagogía post-crítica' “后批判教育学宣言”的第六个原则

IF 1.5

Teoria de la Educacion Pub Date : 2020-05-13 DOI: 10.14201/teri.22384

Ana Ayuste González, Jaume Trilla Bernet

引用次数: 11

Larrosa, J. (2019). Esperando no se sabe qué. Sobre el Oficio de Profesor. Barcelona: Editorial Candaya, 458 pp. Larrosa, J.(2019)。等待是不知道什么。关于教师的职业。= =地理= =根据美国人口普查，该镇的总面积为，其中土地和(3.064平方公里)水。

IF 1.5

Teoria de la Educacion Pub Date : 2020-05-13 DOI: 10.14201/teri.22178

J. Carrasco

引用次数: 0

Beneficios del uso de técnicas de minería de datos para extraer y analizar datos de twitter aplicados en la educación superior: una revisión sistemática de la literatura 使用数据挖掘技术提取和分析twitter数据应用于高等教育的好处:一篇系统的文献综述

IF 1.5

Teoria de la Educacion Pub Date : 2020-02-24 DOI: 10.14201/teri.22171

A. Pérez-Suasnavas, Karina Cela, W. Hasperué

{"title":"Beneficios del uso de técnicas de minería de datos para extraer y analizar datos de twitter aplicados en la educación superior: una revisión sistemática de la literatura","authors":"A. Pérez-Suasnavas, Karina Cela, W. Hasperué","doi":"10.14201/teri.22171","DOIUrl":"https://doi.org/10.14201/teri.22171","url":null,"abstract":"In recent years, there has been a growing interest by education actors to include TIC in their institutions; as well as social networks, far from being a problem and their use aimed, permit innovate traditional classes and improve communication between teachers and students This study has two objectives: (1) conduct a systematic literature review through searching papers published between January/2007 and March/2019 in data bases like as ACM, IEEE, ScienceDirect, Springer and others, to evidence researches that apply data mining techniques to extract and analyze Twitters data in higher education; and (2) to emphasize pedagogic practices that include Twitter and data mining to improve education process. From 315 papers obtained, only 65 fulfilled inclusion criteria. The main results indicate that: (1) the most used data mining techniques are predictive with classification tasks; (2) Twitter is principally used to: (a) determinate perception; (b) share information, materials and resources; (c) generate communication and participation; (d) promote abilities and (e) improve oral expression and academic performance; (3) United States has the most numbers of researches in this area; however, in Latin-American countries findings are not enough, so, there a new area to investigate in this region and (4) researches used models, methods, strategies, theories and instruments as a pedagogic practice; so that, there wasn’t an agreement about a shape to include Twitter data extracting in higher education to improve teaching and learning process.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82088100","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

Las representaciones de los futuros profesores sobre los usos de la tecnología en la escuela. Un estudio narrativo 未来教师对科技在学校使用的表现。叙事研究

IF 1.5

Teoria de la Educacion Pub Date : 2020-02-24 DOI: 10.14201/teri.21616

Joaquín Paredes Labra, Ada Freitas Cortina

{"title":"Las representaciones de los futuros profesores sobre los usos de la tecnología en la escuela. Un estudio narrativo","authors":"Joaquín Paredes Labra, Ada Freitas Cortina","doi":"10.14201/teri.21616","DOIUrl":"https://doi.org/10.14201/teri.21616","url":null,"abstract":"In the context of imposing the incorporation of digital technologies in schools, the pedagogical thinking of teachers still has disassociated from the application of educational technology. The purpose of this work is to analyze and understand how an apparently beneficial proposal, such as the use of educational technology in schools, has such a negative predicament among so many teachers. This is particularly evident in initial teacher training. From a narrative approach to the student experience, it is about identifying the kind of story that has been accompanied and popularly assigned to technology in schools, which prevents the implementation of an alternative narrative of the possibilities of a school with technology. The qualitative narrative research is launched by applying the focus group technique to educational activity, with groups of future education professionals, future teachers, and future educational technologists. Their imaginary of technology is recovered in the type of commercial film that makes them evoke the concept. Three techniques of this nature were performed in as many class groups during courses 18-19 and 19-20, with 73 students, both genres, from a Spanish university. In the analysis, four popular stories about educational technology are collected: humanist, machinist, scientist, and futurist. In the light of these stories that are embodied in various school imaginary, based on the tradition of the school itself and the university, a new humanist narrative that combines scientific and futuristic aspects is revealed, which could help rethink the possibilities of technologies within alternative education.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87528479","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: 0

Más allá del aprendizaje escolar: el rol de la subjetividad en el enfoque de los fondos de identidad 超越学校学习:主体性在身份基金方法中的作用

IF 1.5

Teoria de la Educacion Pub Date : 2020-01-01 DOI: 10.14201/teri.20955

David Subero Tomás, Moisés Esteban-Guitart

{"title":"Más allá del aprendizaje escolar: el rol de la subjetividad en el enfoque de los fondos de identidad","authors":"David Subero Tomás, Moisés Esteban-Guitart","doi":"10.14201/teri.20955","DOIUrl":"https://doi.org/10.14201/teri.20955","url":null,"abstract":"Learning occurs when the learner becomes the subject of his own learning in both formal and informal contexts. The subjectivity theory of Gonzalez Rey, which starts from a historical-cultural approach, affirms that this process is guided by emotion, imagination and creativity, which in turn promotes subjective development. However, traditional learning activities have ignored the apprentice as a subject. Projects based on funds of identity favor the development of new ways to recognize the learner by encouraging new ways of exchanging learning experiences inside and outside the school. Identity funds are thus built as spaces where interests, hobbies and experiences are recognized by young people as important resources to stimulate their academic performance. Specifically, subjectivity allows the learner to become a subject from the production of his own processes of subjectivation through dialogic and comprehensive practice. The main objective of this article is to go one step further in relation to identity funds by illustrating a series of educational experiences that help identify and mobilize these funds through the development of subjectivity. These subjective identity funds are integral to educators in order to favor reflective positions in students who are moving towards the generation of new processes of subjectivation. Lead meeting spaces between identity funds and subjectivity suggest a relevant way to move towards higher levels of significance and meaning on the part of young people in 21st century education.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90352621","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

Experiencia, memoria y responsabilidad: la escuela como lugar de encuentro y donación 经验、记忆和责任:学校作为聚会和捐赠的场所

IF 1.5

Teoria de la Educacion Pub Date : 2020-01-01 DOI: 10.14201/teri.21167

Diego Armando Jaramillo Ocampo, Erika Jhulyana Cortes Morales, L. Jaramillo Echeverri

{"title":"Experiencia, memoria y responsabilidad: la escuela como lugar de encuentro y donación","authors":"Diego Armando Jaramillo Ocampo, Erika Jhulyana Cortes Morales, L. Jaramillo Echeverri","doi":"10.14201/teri.21167","DOIUrl":"https://doi.org/10.14201/teri.21167","url":null,"abstract":"The following reflection assumes the school as a meeting place and experiences that leave a mark on the body and allow us to look back. Retrospective where the teacher reaffirms his role as a teacher, but at the same time, of being taught: sensitive to the helplessness and exposure of the other. The teacher transmits the world and the experience of another time, communicates both the lived and the known in his own formative journey. Furthermore, he invites the trans-formation of each life that meets him, that receives him and at the same time, he projects himself in a different way. Birth of another experience that gives openness to the new, a whole creation and formative recreation unfolded in its own name and in a singular way, which cracks us in our own existences. In this way, experience and memory are braided in a gesture of responsibility that co-arise as a disinterested place for teaching, nuanced by the offering and donation of one being that is for the other to the extent that it gives without measure. He receives him with face and name in his request, thanks to a memory that becomes the sediment where these experiences are lodged. In this sense, every teacher transcends indoctrination when he goes to meet the Other, in a care where the teaching becomes a donation or surrender to be responsible for him","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78137984","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

Romero Pérez, C. y Mateos Blanco, M. (Coords.) (2019). Redescubrir lo educativo: nuevas miradas. Estudios en homenaje a Luis Núñez Cubero. Barcelona: Octaedro, 276 pp. 罗梅罗perez, C.和马特奥斯·布兰科，M.(合编)(2019)。重新发现教育:新的面貌。向Luis nunez Cubero致敬的研究。= =地理= =根据美国人口普查，该县的总面积为，其中土地和(3.064平方公里)水。

IF 1.5

Teoria de la Educacion Pub Date : 2020-01-01 DOI: 10.14201/teri.21225

Ma. Luisa León Sánchez

引用次数: 0