Teoria de la Educacion最新文献_第5页

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":"19 1","pages":"147-162"},"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

Vansieleghem, N., Vlieghe, J. y Zahn, M. (2019). Education in the age of the screen. Possibilities and transformations in technology. New York: Routledge, 186 pp.

IF 1.5

Teoria de la Educacion Pub Date : 2020-01-01 DOI: 10.14201/teri.21719

Judith Martín Lucas

引用次数: 0

¿Pueden contribuir los fondos de conocimiento a la participación de las familias gitanas en la escuela? Bases para un proyecto educativo 知识基金是否有助于吉普赛家庭参与学校?教育项目的基础

IF 1.5

Teoria de la Educacion Pub Date : 2020-01-01 DOI: 10.14201/teri.21299

Mar Lorenzo Moledo, Gabriela Míguez Salina, Francisco Xabier Cernadas Ríos

{"title":"¿Pueden contribuir los fondos de conocimiento a la participación de las familias gitanas en la escuela? Bases para un proyecto educativo","authors":"Mar Lorenzo Moledo, Gabriela Míguez Salina, Francisco Xabier Cernadas Ríos","doi":"10.14201/teri.21299","DOIUrl":"https://doi.org/10.14201/teri.21299","url":null,"abstract":"The Funds of Knowledge approach, whose anthropological origins date back to the study of trust relationships between Mexican households constituted on the border with the US, has established itself in many countries as an effective model for working with families at risk of social exclusion. It involves collecting family and cultural resources and turning them into knowledge that can be incorporated into schools. This paper is aimed at studying the Funds of Knowledge as a theoretical framework for the design of socio-educational programs, which encourage the involvement of Roma families in their children’s education. To this end, we use a descriptive methodology based on the analysis of the main theoretical studies carried out on the subject both nationally and internationally, specifically in North America, where this approach has already had a recognized trajectory. The results show the suitability of the Funds of Knowledge of Roma families as a basis for the design of proposals for inclusive education. This type of education promotes their involvement in the education of their children, thereby promoting their chances of educational success. Under these considerations, the respect for their history and bringing their voices into the political and social ideology must be taken into account, in order to improve relationships between family and school and, along with it, the academic performance of students, recognizing their role as subjects of rights, with the purpose of promoting greater inclusion of the Roma community in schools.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"8 1","pages":"191-211"},"PeriodicalIF":1.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86211379","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

Vílchez, L.F. (2019). En defensa del maestro. Madrid: PPC, 248 pp.

IF 1.5

Teoria de la Educacion Pub Date : 2020-01-01 DOI: 10.14201/teri.21695

M. Martín

引用次数: 0

El cambio educativo ante la innovación tecnológica, la pedagogía de las competencias y el discurso de la educación emocional. Una mirada crítica 技术创新前的教育变革、能力教育学和情感教育话语。批判性的观点

IF 1.5

Teoria de la Educacion Pub Date : 2020-01-01 DOI: 10.14201/teri.20945

Jordi Solé Blanch

{"title":"El cambio educativo ante la innovación tecnológica, la pedagogía de las competencias y el discurso de la educación emocional. Una mirada crítica","authors":"Jordi Solé Blanch","doi":"10.14201/teri.20945","DOIUrl":"https://doi.org/10.14201/teri.20945","url":null,"abstract":"The purpose of this article is to analyse the pressures placed upon the education system in order for it to adapt to the needs of the economic world. Therefore, we shall investigate what directions that system is taking nowadays on three different levels. First, we analyze the role of educational innovation linked to the development of technological applications, which is not only configuring new teaching and learning models, but also business opportunities inspired by the entertainment industry, thus threatening the continuity of the educational system and as we know it today. Secondly, we examine the pedagogical approach to competencies that, beyond promoting changes in school culture, favors the development of a pragmatic and economic vision of education. Finally, and based on the discourse about competency education and the theory of multiple intelligences, we analyze the role that the promotion of emotional competencies in education is taking from the influence of positive psychology and the happiness industry. The connections between these three levels underline how it contributes to configure the functional subjectivities according to the neoliberal rationality that governs us. Facing these tendencies, it appears necessary to claim the renewal of the pedagogical commitment with the new generations. This commitment has to provide more than only a free election of a formative menu for the professional development or the development of an educational culture interested mainly in the emotional competencies and the promotion of the spirit of entrepreneurship. In opposition to the current pedagogical tendencies that only encourage a model of individualistic and psychological citizenship, we claim -like Hannah Arendt- a pedagogical commitment relating the subject with culture, the desire of knowledge and the opening to a common world.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"1243 1","pages":"101-121"},"PeriodicalIF":1.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84458993","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: 30

MacIntyre, A. (2017). Ética en los conflictos de la modernidad. Madrid: Rialp, 526 pp. 麦金太尔，A.(2017)。现代性冲突中的伦理。= =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 : 2020-01-01 DOI: 10.14201/teri.21440

Francisco Esteban Bara

引用次数: 0

Pallarès, M., Chiva, Ó., López, R. y Cabero, I. (2018). La escuela que llega: Tendencias y nuevos enfoques metodológicos. Barcelona: Octaedro, 115 pp. pallares, M.， Chiva, o .， lopez, R.和Cabero, I.(2018)。即将到来的学校:趋势和新的方法论方法。= =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.21660

Daniel Pattier Bocos

引用次数: 0

Ortega Ruiz, P. y Romero Sánchez, E. (2019). A la intemperie. Conversaciones desde la pedagogía de la alteridad. Barcelona: Editorial Octaedro, 239 pp. 奥尔特加·鲁伊斯，P.和罗梅罗sanchez, E.(2019)。在户外。来自他者教育学的对话。= =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 : 2020-01-01 DOI: 10.14201/teri.21731

M. Á. H. Prados

引用次数: 0

Elementos para una pedagogía de la alteridad en la práctica de educadoras sociales. Un estudio narrativo 社会教育家实践中他者教学法的要素。叙事研究

IF 1.5

Teoria de la Educacion Pub Date : 2018-12-07 DOI: 10.14201/TEOREDU02109129

Clara Arbiol i González

引用次数: 2

BOQUÉ TORREMORELL, M. C. (2018) La mediación va a la escuela. Hacia un buen plan de convivencia en el centro. Madrid, Narcea. boque TORREMORELL, m.c.(2018)调解进入学校。在中心制定一个良好的共存计划。马德里,Narcea。

IF 1.5

Teoria de la Educacion Pub Date : 2018-12-07 DOI: 10.14201/TERI.19664

Judith Martín Lucas

{"title":"BOQUÉ TORREMORELL, M. C. (2018) La mediación va a la escuela. Hacia un buen plan de convivencia en el centro. Madrid, Narcea.","authors":"Judith Martín Lucas","doi":"10.14201/TERI.19664","DOIUrl":"https://doi.org/10.14201/TERI.19664","url":null,"abstract":"Ediciones Universidad de Salamanca / CC BY-NC-ND Teor. educ. 30, 2-2018, pp. 277-278 La primera parte, con el fin de dar a conocer este método a personas del ámbito educativo, nos acerca al mundo de la mediación. Para ello, a lo largo de cinco capítulos, la autora explica con precisión y clarifica los conceptos comunes a cualquier tipo de mediación. Se explica con especial detalle qué es la mediación a través de la descripción de sus características principales, modelos, ámbitos de aplicación, el rol del mediador y el desarrollo de un proceso de mediación paso a paso donde cualquier lector que no haya tenido contacto con el proceso de mediación pueda hacerse a la idea y conocer de qué se trata. La segunda parte, a lo largo de seis capítulos, aborda la mediación escolar comenzando por resaltar la importancia y necesidad de un buen clima de convivencia en el centro. Finalmente, la autora nos muestra de forma precisa el proceso de mediación en la escuela detallando sus objetivos y etapas, ofreciendo claves para la formación en mediación y vías para implementarla en la escuela. Para finalizar esta segunda parte ofrece un compendio muy útil tanto de indicadores de calidad como de estrategias de mediación en educación infantil, primaria y secundaria y los pasos a seguir para incorporar la mediación en el plan de convivencia. Por último, la tercera parte, que comprende los tres últimos capítulos, con el fin de facilitar a los centros la puesta en marcha de un programa de mediación escolar, nos propone un plan de formación de mediadores y mediadoras escolares. Para ello, a lo largo de los tres últimos capítulos se detalla el plan de formación, sus objetivos, competencias, contenidos BOQUÉ TORREMORELL, M. C. (2018) La mediación va a la escuela. Hacia un buen plan de convivencia en el centro. Madrid, Narcea.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"45 1","pages":"277-278"},"PeriodicalIF":1.5,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89558297","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