Pub Date : 2014-06-24DOI: 10.4067/S0717-554X2014000100003
Emilio Ortiz
La psicopedagogia ha venido manifestando un gran desarrollo desde el siglo XX, como resultado de la integracion disciplinar de la psicologia y la pedagogia. Sin embargo, los problemas epistemologicos asociados a su practica investigativa y profesional no han sido abordados en la literatura cientifica, debido a su complejidad teorica, a una atencion insuficiente por parte de los profesionales que investigan en esta disciplina y quizas a un menosprecio por los problemas teoricos generales de las ciencias. El objetivo de este articulo es ofrecer varios argumentos a favor del estatus cientifico de la psicopedagogia como ciencia interdisciplinar, a partir de una valoracion historica y logica de su evolucion, asi como la precision de los problemas epistemologicos fundamentales que afronta.
{"title":"Una comprensió epistemològica de la psicopedagogia","authors":"Emilio Ortiz","doi":"10.4067/S0717-554X2014000100003","DOIUrl":"https://doi.org/10.4067/S0717-554X2014000100003","url":null,"abstract":"La psicopedagogia ha venido manifestando un gran desarrollo desde el siglo XX, como resultado de la integracion disciplinar de la psicologia y la pedagogia. Sin embargo, los problemas epistemologicos asociados a su practica investigativa y profesional no han sido abordados en la literatura cientifica, debido a su complejidad teorica, a una atencion insuficiente por parte de los profesionales que investigan en esta disciplina y quizas a un menosprecio por los problemas teoricos generales de las ciencias. El objetivo de este articulo es ofrecer varios argumentos a favor del estatus cientifico de la psicopedagogia como ciencia interdisciplinar, a partir de una valoracion historica y logica de su evolucion, asi como la precision de los problemas epistemologicos fundamentales que afronta.","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131104392","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}
La importancia de Basil Bemstein puede medirse por la controversia que su obra, a lo largo de sus desarrollos, ha producido. El debate sobre sus trabajos generalmente se ha configurado alrededor de los codigos sociolinguistico donde la critica ha estado cargada de tal afectividad y ambiguedad que han aumentado la opacidad de los analisis dejando sin resolver problemas cruciales como las relaciones entre codigo y cultura, codigo y reproduccion social, o codigo y discurso. El debate en torno a sus tesis sobre el campo educativo se mantienen dentro de una tentacion totalitaria y determinada que no explora la coherencia o incoherencia interna de los conceptos, significados y referencias. Lo que aqui plantearemos no es la prolongacion de la critica, sino las posibilidades de una lectura que explore los conceptos basicos que en sus desarrollos mas recientes se han ido gestando hasta convertirse en problemas de obligatorio debate, analisis y teorizacion.
{"title":"Poder, sujeto y discurso pedagógico: una aproximación a la teoría de Basil Bernstein","authors":"V. Diaz","doi":"10.17227/01203916.5171","DOIUrl":"https://doi.org/10.17227/01203916.5171","url":null,"abstract":"La importancia de Basil Bemstein puede medirse por la controversia que su obra, a lo largo de sus desarrollos, ha producido. El debate sobre sus trabajos generalmente se ha configurado alrededor de los codigos sociolinguistico donde la critica ha estado cargada de tal afectividad y ambiguedad que han aumentado la opacidad de los analisis dejando sin resolver problemas cruciales como las relaciones entre codigo y cultura, codigo y reproduccion social, o codigo y discurso. El debate en torno a sus tesis sobre el campo educativo se mantienen dentro de una tentacion totalitaria y determinada que no explora la coherencia o incoherencia interna de los conceptos, significados y referencias. Lo que aqui plantearemos no es la prolongacion de la critica, sino las posibilidades de una lectura que explore los conceptos basicos que en sus desarrollos mas recientes se han ido gestando hasta convertirse en problemas de obligatorio debate, analisis y teorizacion.","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1988-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116622946","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":"Educar, una deriva del verb propagar. La representació de l'educació en els films del període de la Dictadura de Primo de Rivera","authors":"Eulàlia Collelldemont Pujadas","doi":"10.1344/TE2017.53.15","DOIUrl":"https://doi.org/10.1344/TE2017.53.15","url":null,"abstract":"","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127715425","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}
Aquest article presenta el perfil de Pau de Tars que lautor no va coneixer fins que va visitar Atenes l’any 1969. Fou llavors quan, acompanyat de la seva germana Maria, es va adonar de la magnitud del missatge pauli, que el va deixar garratibat. Sens dubte, Pau –un cop apartat del judaisme oficial– ha esdevingut el primer gran pensador del cristianisme. De fet, resseguir la ruta que Pau va tracar sobre l’antiga Grecia va propiciar que lautor sendinses en el pensament pauli, un jueu fariseu que despres de caure del cavall –una imatge simbolica– en el viatge a Damasc es va posar al servei del cristianisme. No debades, les cartes paulines son un document fonamental per coneixer la vida de les primeres comunitats cristianes com la de Corint i, sobretot, per endinsar-se en la teologia paulina que anuncien la nova bona –evangeli– de l’esdeveniment de la mort-resurreccio de Crist, una irracionalitat conscient i majestuosa. En qualsevol cas, la resurreccio no es tracta d’una veritat que els historiadors puguin comprovar, sino d’una veritat existencial i de cap manera verificable. En darrer terme, aquesta resurreccio –un escandol per a la rao humana– nomes es pot capir des d’una posicio intel·lectual receptiva al misteri de la paraula, a la forca del Logos joanic.
{"title":"Pau de Tars (10-67): em vaig quedar garratibat","authors":"Octavi Fullat","doi":"10.1344/te2018.54.3","DOIUrl":"https://doi.org/10.1344/te2018.54.3","url":null,"abstract":"Aquest article presenta el perfil de Pau de Tars que lautor no va coneixer fins que va visitar Atenes l’any 1969. Fou llavors quan, acompanyat de la seva germana Maria, es va adonar de la magnitud del missatge pauli, que el va deixar garratibat. Sens dubte, Pau –un cop apartat del judaisme oficial– ha esdevingut el primer gran pensador del cristianisme. De fet, resseguir la ruta que Pau va tracar sobre l’antiga Grecia va propiciar que lautor sendinses en el pensament pauli, un jueu fariseu que despres de caure del cavall –una imatge simbolica– en el viatge a Damasc es va posar al servei del cristianisme. No debades, les cartes paulines son un document fonamental per coneixer la vida de les primeres comunitats cristianes com la de Corint i, sobretot, per endinsar-se en la teologia paulina que anuncien la nova bona –evangeli– de l’esdeveniment de la mort-resurreccio de Crist, una irracionalitat conscient i majestuosa. En qualsevol cas, la resurreccio no es tracta d’una veritat que els historiadors puguin comprovar, sino d’una veritat existencial i de cap manera verificable. En darrer terme, aquesta resurreccio –un escandol per a la rao humana– nomes es pot capir des d’una posicio intel·lectual receptiva al misteri de la paraula, a la forca del Logos joanic.","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130762809","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}
Pub Date : 1900-01-01DOI: 10.1344/tempseducacio2020.58.21
Laura Fontán de Bedout
{"title":"Un recorregut històrico-pedagògic per l'ILE, l'Institut-Escola i les seves relacions amb Galícia.","authors":"Laura Fontán de Bedout","doi":"10.1344/tempseducacio2020.58.21","DOIUrl":"https://doi.org/10.1344/tempseducacio2020.58.21","url":null,"abstract":"","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116892360","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}
Pub Date : 1900-01-01DOI: 10.1344/tempseducacio2020.58.5
Tatiana Sentamans
The purpose of this article is to describe and analyse the different strategies applied in the framework of the design and management of the Master’s Degree in Cultural Studies and Visual Arts (feminist and queer perspectives), MUECA, an official master’s research degree taught on line and semi-presentially at Miguel Hernández University. For this reason, and to understand how this defines its teaching model and its inverted curriculum, we analyse not only the status quo the curriculum of MUECA and its teaching or its human and material resources (people and machines), but the personal and situated experiences that serve to announce and analyse the initial motivations that have originated a set of decisions regarding its implementation and development. The materials that generate estrangement, contact and queer pedagogies, situated epistemologies, affect networks, counter-productivity (quality versus quantity), from feminist and queer perspectives, have determined in addition to the contents, other forms of doing academic work and research within the strategies marked by the norms (educational legislation and regulations). MUECA enables an innovative teaching-learning experience in its specific framework, which has great potential for intervention in the social field and for widening the margins of action.
{"title":"MUECA :S - Un model universitari invertit.","authors":"Tatiana Sentamans","doi":"10.1344/tempseducacio2020.58.5","DOIUrl":"https://doi.org/10.1344/tempseducacio2020.58.5","url":null,"abstract":"The purpose of this article is to describe and analyse the different strategies applied in the framework of the design and management of the Master’s Degree in Cultural Studies and Visual Arts (feminist and queer perspectives), MUECA, an official master’s research degree taught on line and semi-presentially at Miguel Hernández University. For this reason, and to understand how this defines its teaching model and its inverted curriculum, we analyse not only the status quo the curriculum of MUECA and its teaching or its human and material resources (people and machines), but the personal and situated experiences that serve to announce and analyse the initial motivations that have originated a set of decisions regarding its implementation and development. The materials that generate estrangement, contact and queer pedagogies, situated epistemologies, affect networks, counter-productivity (quality versus quantity), from feminist and queer perspectives, have determined in addition to the contents, other forms of doing academic work and research within the strategies marked by the norms (educational legislation and regulations). MUECA enables an innovative teaching-learning experience in its specific framework, which has great potential for intervention in the social field and for widening the margins of action.","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"429 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116000779","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}
Alberto de la Torre, Renata Cardoso, Paula Maltchik
Lanalisi de la publicitat constitueix un desafiament pel coneixement rellevant per a les activitats educatives de les societats actuals. De fet, la publicitat ha estat una manera eficient densinistrament de la majoria d’infants, adolescents i joves de les societats mediatitzades. Aquest article mostra una estrategia transmetodologica per presentar els contextos, les configuracions, i els comportaments que la publicitat, de la cadena televisiva de Brasil Red Band, produeix sobre la diversitat sociocultural. En el teixit teoric del text participen OliverioToscani, Eliseo Veron, Octavio Ianni i els col·lectius de l’IBGE i de la CEPAL, en dialeg i debat amb els arguments construits pels autors daquest text, a partir de la seva recerca empirica realitzada en 2015. Els resultats mostren lexclusio generalitzada de la diversitat, en la majoria de les produccions, encara que es tracta de una elevada insercio de comercials i propaganda en aquesta programacio.
{"title":"Reflexiones teórico-metodológicas sobre la relación entre comunicación y educación aplicadas al análisis de la publicidad","authors":"Alberto de la Torre, Renata Cardoso, Paula Maltchik","doi":"10.1344/TE2017.53.5","DOIUrl":"https://doi.org/10.1344/TE2017.53.5","url":null,"abstract":"Lanalisi de la publicitat constitueix un desafiament pel coneixement rellevant per a les activitats educatives de les societats actuals. De fet, la publicitat ha estat una manera eficient densinistrament de la majoria d’infants, adolescents i joves de les societats mediatitzades. Aquest article mostra una estrategia transmetodologica per presentar els contextos, les configuracions, i els comportaments que la publicitat, de la cadena televisiva de Brasil Red Band, produeix sobre la diversitat sociocultural. En el teixit teoric del text participen OliverioToscani, Eliseo Veron, Octavio Ianni i els col·lectius de l’IBGE i de la CEPAL, en dialeg i debat amb els arguments construits pels autors daquest text, a partir de la seva recerca empirica realitzada en 2015. Els resultats mostren lexclusio generalitzada de la diversitat, en la majoria de les produccions, encara que es tracta de una elevada insercio de comercials i propaganda en aquesta programacio.","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115420953","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}
Pub Date : 1900-01-01DOI: 10.1344/tempseducacio2020.58.2
Lander Calvelhe
Future kindergarten and primary school teachers mostly belong to Generation Z, a particularly complex group living in a complex era. Their training in art and education creates a wide variety of theoretical and practical lessons, and equally diverse experiences, that can correspond either to their own generational features as students or to their training as the teachers of tomorrow. This article presents a series of issues that bring together the results of marketing and advertising studies featuring Generation Z and the author's own university teaching practice, and contributions from different perspectives and educational trends established in the last century such as the student-centred learning approach. The article concludes by providing indications of what are known as good practices, and also ways of meeting present and future challenges.
{"title":"Ensenyant sobre art i educació a la Generació Z de futurs i futures mestres.","authors":"Lander Calvelhe","doi":"10.1344/tempseducacio2020.58.2","DOIUrl":"https://doi.org/10.1344/tempseducacio2020.58.2","url":null,"abstract":"Future kindergarten and primary school teachers mostly belong to Generation Z, a particularly complex group living in a complex era. Their training in art and education creates a wide variety of theoretical and practical lessons, and equally diverse experiences, that can correspond either to their own generational features as students or to their training as the teachers of tomorrow. This article presents a series of issues that bring together the results of marketing and advertising studies featuring Generation Z and the author's own university teaching practice, and contributions from different perspectives and educational trends established in the last century such as the student-centred learning approach. The article concludes by providing indications of what are known as good practices, and also ways of meeting present and future challenges.","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127228316","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}
Pub Date : 1900-01-01DOI: 10.1344/tempseducacio2020.58.6
Ana M. González Ramos
The mass use of technologies, especially, in terms of participation in social networks and mobile apps seems oriented to providing an extension of humanity to digital tools that they do not really possess. Information and communication technologies pose challenges and threats to the public, particularly, due to the sometimes unreflecting and irresponsible use that the public make of them. Their advanced development provide so many utilities and recreative functions that they have become familiar, everyday instruments. Technologies seem to have acquired humanity, but what differentiates them from humans is their lack of ethical responsibility. Gender structures and inequalities remain wherever we do not make a conscious and purposive effort to eliminate them; in online social activity one often encounters diverse situations of gender-, class- or race-related violence. Digital humanities must urgently address the dimension of gender from an intersectional approach to be able to promote greater equality in social relationships and to reduce discrimination in the social networks. The purpose is to create safe spaces (that is, resources for population who can assess the impact, adopt a critical perspective to identify security vulnerabilities, situations of discrimination, and so on) and take responsibility by adopting safety codes for themselves and for others.
{"title":"Són humanes les tecnologies? Cap a una fonamentació de gènere ètic-responsable de la utilització massiva de xarxes socials.","authors":"Ana M. González Ramos","doi":"10.1344/tempseducacio2020.58.6","DOIUrl":"https://doi.org/10.1344/tempseducacio2020.58.6","url":null,"abstract":"The mass use of technologies, especially, in terms of participation in social networks and mobile apps seems oriented to providing an extension of humanity to digital tools that they do not really possess. Information and communication technologies pose challenges and threats to the public, particularly, due to the sometimes unreflecting and irresponsible use that the public make of them. Their advanced development provide so many utilities and recreative functions that they have become familiar, everyday instruments. Technologies seem to have acquired humanity, but what differentiates them from humans is their lack of ethical responsibility. Gender structures and inequalities remain wherever we do not make a conscious and purposive effort to eliminate them; in online social activity one often encounters diverse situations of gender-, class- or race-related violence. Digital humanities must urgently address the dimension of gender from an intersectional approach to be able to promote greater equality in social relationships and to reduce discrimination in the social networks. The purpose is to create safe spaces (that is, resources for population who can assess the impact, adopt a critical perspective to identify security vulnerabilities, situations of discrimination, and so on) and take responsibility by adopting safety codes for themselves and for others.","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123686838","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}
Pub Date : 1900-01-01DOI: 10.1344/tempseducacio2020.58.15
G. D. Giacomo
The essay shows how the modernity of Giorgio de Chirico's art – a modernity in the sense described by Theodor W. Adorno in Aesthetic Theory – consists precisely in how de Chirico summarizes traditional art, which for him is synonymous with classical art. In de Chirico's work, paradoxically, the traits that characterize traditional art are at the same time adopted and denied. In particular, the essay focuses on the painter’s Metaphysical period, where the elements of ruin, interruption and fracture become paramount and where the unreal breaks into reality in order to dismantle it. The form of de Chirico’s painting is a genuine testimony to the irredeemable fragmentation of reality. Thus, if the classical world is, par excellence, the place of the Symbol – the place where meaning emerges at its most densely significant – then in de Chirico such a world has finally become mute: hence that disconnection between signifier and meaning that gives de Chirico's form its irreducible enigmatic character: the awareness that meaning can only be evoked in the form of absence and loss.
{"title":"Modernitat i classicisme en l'art filosòfic de Giorgio de Chirico.","authors":"G. D. Giacomo","doi":"10.1344/tempseducacio2020.58.15","DOIUrl":"https://doi.org/10.1344/tempseducacio2020.58.15","url":null,"abstract":"The essay shows how the modernity of Giorgio de Chirico's art – a modernity in the sense described by Theodor W. Adorno in Aesthetic Theory – consists precisely in how de Chirico summarizes traditional art, which for him is synonymous with classical art. In de Chirico's work, paradoxically, the traits that characterize traditional art are at the same time adopted and denied. In particular, the essay focuses on the painter’s Metaphysical period, where the elements of ruin, interruption and fracture become paramount and where the unreal breaks into reality in order to dismantle it. The form of de Chirico’s painting is a genuine testimony to the irredeemable fragmentation of reality. Thus, if the classical world is, par excellence, the place of the Symbol – the place where meaning emerges at its most densely significant – then in de Chirico such a world has finally become mute: hence that disconnection between signifier and meaning that gives de Chirico's form its irreducible enigmatic character: the awareness that meaning can only be evoked in the form of absence and loss.","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128789941","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}
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