Pub Date : 1900-01-01DOI: 10.1344/tempseducacio2020.58.13
Octavi Fullat
In this text, which was started in February 2016 and concluded at the end of summer 2017, professor Octavi Fullat i Genís (Alforja, 1928) emulates Ovid, who during his exile beside the Black Sea wrote a text with the same title of Tristia, sad thoughts and feelings. The piece is offered to readers as a kind of easing of the conscience or testamentary memoir to account for the development and systematics of Fullat’s anthropological, philosophical and pedagogical thought. In fact, the author’s mental universe is marked by three years during the Civil War (1936–1939) when he lived in direct contact with nature. This natural world collided with the technical and scientific civilisation of modern society. As an alternative, he opted for a culturalist solution inspired by biblical tradition and classical culture. According to Fullat, the human being in the abstract does not exist; we can only talk about the historical human, the human who walks through time. Therefore, Fullat’s world view is informed by historicism (Dilthey), phenomenology (Husserl), existentialism (Heidegger), hermeneutics (Gadamer, Ricoeur) and the philosophy of language (Wittgenstein), as well as other sources such as Catholic and Lutheran theology. The text complements Fullat’s book Impertinentes. El desgarro de pensar (Barcelona, 2016), published by the University of Barcelona, and establishes an opening in hermeneutics to negotiate a trail that can take us beyond death without hope. Meanwhile, and during his own wait for the black widow, professor Fullat seeks refuge and solace in reading the Latin classics (Cicero, Seneca) and the bible stories, particularly the books of Job and Ecclesiastes.
在2016年2月开始到2017年夏末结束的这篇文章中，Octavi Fullat i Genís (Alforja, 1928)教授模仿了奥维德，他在黑海流放期间写了一篇题为《Tristia》的文章，表达了悲伤的想法和感受。这篇文章是作为一种良心的放松或遗嘱回忆录提供给读者的，以解释富勒特人类学，哲学和教育学思想的发展和系统。事实上，作者的精神世界以内战期间(1936-1939)的三年为标志，这三年他与大自然直接接触。这个自然世界与现代社会的科技文明发生了碰撞。作为一种选择，他选择了一种受圣经传统和古典文化启发的文化主义解决方案。富勒特认为，抽象的人是不存在的;我们只能谈论历史上的人，穿越时间的人。因此，富勒特的世界观受到历史主义(狄尔泰)、现象学(胡塞尔)、存在主义(海德格尔)、解释学(伽达默尔、里科尔)和语言哲学(维特根斯坦)以及天主教和路德神学等其他来源的影响。这篇文章补充了富勒特的《无礼》一书。El desgarro de pensar(巴塞罗那，2016年)，由巴塞罗那大学出版，在解释学上开辟了一条道路，可以让我们超越没有希望的死亡。与此同时，在等待黑寡妇的过程中，富勒特教授在阅读拉丁经典(西塞罗、塞内加)和圣经故事中寻求庇护和安慰，尤其是《约伯记》和《传道书》。
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Pub Date : 1900-01-01DOI: 10.1344/tempseducacio2020.59.3
Juan Lorenzo Lacruz, Pascual Rubio Terrado, P. Olivares
espanolRevertir la historica invisibilidad de la escuela rural y potenciar su papel en el logro de una educacion para todos precisa de politicas publicas que consideren su diversidad y especificidad, de una parte, y, de otra, de procesos de investigacion interdisciplinar que pongan de manifiesto sus potencialidades pedagogicas y su condicion de factor de desarrollo territorial. Territorios como Aragon, con unas condiciones demograficas que inciden negativamente en la prestacion de los servicios publicos, han sido y son escenario de experiencias educativas realizadas en escuelas rurales surgidas no solo de la necesidad, sino tambien de la conviccion sobre su forta-leza como elemento vertebrador del territorio. Se plantea una cartografia de la escuela rural en Teruel ligada a la revision y valoracion de la legislacion que la ha atendido. Con ello se pretende contar con un aporte teorico-practico sobre el estado de la cuestion en torno a la articulacion y la supervivencia de la escuela en el actual medio rural. EnglishReversing the historical invisibility of the rural school and enhancing the role it plays in achieving an education for everyone requires public policies that consider the diversity and specificity of rural schools. Interdisciplinary research processes that highlight the pedagogical potentials of rural schools and their status as a factor of territorial development are also necessary. Educational experiences have been and are carried out in rural school areas such as Aragon, where the demographic conditions negatively affect providing public services. These experiences arise not only from needs, but also due to the conviction that these schools can be the backbone of the area. A mapping proposal of the rural school in Teruel is linked to a historical interpretation of the main legislation that it has applied. This makes a theoretical-practical contribution to the state of the issue in the context of the connection and survival of the school in the current rural environment. catalaRevertir la historica invisibilitat de l'escola rural i potenciar el seu paper en l'assoliment d'una educacio per a tots precisa de politiques publiques que considerin la seva diversitat i especificitat, d'una banda, i, d'una altra part, de processos d'investigacio interdisciplinari que posin de manifest les seves potencialitats peda-gogiques i la seva condicio de factor de desenvolupament territorial. Territoris com Arago, amb unes condicions demografiques que incideixen negativament en la prestacio dels serveis publics, han estat i son escenari d'experiencies educatives realitzades en escoles rurals sorgides no nomes de la necessitat, sino tambe de la conviccio sobre la seva fortalesa com a element vertebrador del territori. Es planteja una cartografia de l'escola rural a Terol lligada a la revisio i valoracio de la legislacio que l'ha ates. Amb aixo es preten comptar amb una aportacio teorica-practica sobre l'estat de la questio al voltant de l'articulacio
espanolRevertir historica的农村学校的隐形和增强其能力实现人人享有教育的公开政策需要考虑他们的多样性和特异性,一方,另一方interdisciplinar调查流程,突出其pedagogicas潜力和领土发展因素的条件。像阿拉贡这样的地区，人口状况对公共服务的提供产生了负面影响，过去和现在都是在农村学校进行教育实验的地方，这不仅是由于需要，而且是由于相信农村学校作为领土的支柱元素的力量。本文提出了特鲁埃尔农村学校的地图，并对参与该学校的立法进行了审查和评估。本文的目的是对当前农村环境中学校的衔合和生存问题的现状进行理论和实践贡献。要扭转农村学校在历史上的隐形地位，并加强其在实现全民教育方面的作用，就需要制定考虑到农村学校多样性和特殊性的公共政策。还需要开展跨学科研究，突出农村学校的教学潜力及其作为领土发展因素的地位。在阿拉贡等农村学校地区，人口状况对公共服务的提供产生了负面影响，已经并正在进行教育经验。这些经验不仅源于需要，也源于这样一种信念，即这些学校可以成为该地区的支柱。关于特鲁埃尔农村学校地图的建议与对其所适用的主要立法的历史解释有关。这在当前农村环境中学校的联系和生存方面对问题的现状作出了理论和实际的贡献。catalaRevertir的historica invisibilitat de l’'escola i加强农村的paper升'assoliment d 'una educacio per tots更准确的政策体制第一运动diversitat considerin especificitat d 'una乐队、i、d 'una代办part, processos d 'investigacio interdisciplinari posin传送被seves potencialitats peda-gogiques i领土的运动condicio desenvolupament因素。尽管人口状况对公共服务的提供产生了负面影响，但农村学校的教育经验并没有以需求的名义出现，而是以信念的名义加强了领土的支柱。它提出了一份与修订和评估立法有关的特罗农村学校地图。本文旨在对当前农村环境中学校生存问题的现状进行理论和实践贡献。
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És ben sabut que, segons la tradició, el 31 d’octubre de 1517, Martí Luter –un frare agustí que va viure entre 1483 i 1546– va penjar les noranta cinc tesis sobre les indulgències a l’església del castell de Wittenberg. Avui es reconeix que molt probablement no es va produir aquest fet –és a dir, no es van penjar materialment– però sí que és cert que el text original en llatí va ser traduït a l’alemany ben aviat i va circular ràpidament entre la població. La impremta havia estat un invent recent, de manera que les idees luteranes van tenir una gran difusió i van significar un nou trencament dins del cristianisme, després del cisma d’Orient del segle XI. Després d’aquella ruptura, l’Església catòlica va experimentar una segona escissió, en dividir-se entre el Papat i el món germànic, que va optar per la Reforma luterana. Enmig d’aquests dos mons, va aparèixer el 1534 l’anglicanisme, una mena de via mitjana entre els catòlics i els luterans, sense perdre de vista que les idees luteranes de Calví, autor de la Institució de la religió cristiana, que es va forjar entre 1536 i 1559, van generar un moviment que es va assentar a Ginebra i que va influir al centre d’Europa primer i, més tard, als Estats Units d’Amèrica. Amb aquests antecedents, tot sembla indicar que Europa –que per molts era inseparable de la idea de Cristiandat– es va fragmentar per sempre més, de manera que perdia la unitat anterior i, alhora, la Reforma es presentava com una alternativa al catolicisme, una mostra del caràcter dialèctic de l’esdevenir continental.
{"title":"Europa i el cristianisme: 500 anys del luteranisme (1517-2017)","authors":"Karina Rivas Guzmán, C. V. Torrano","doi":"10.1344/te2018.54.1","DOIUrl":"https://doi.org/10.1344/te2018.54.1","url":null,"abstract":"És ben sabut que, segons la tradició, el 31 d’octubre de 1517, Martí Luter –un frare agustí que va viure entre 1483 i 1546– va penjar les noranta cinc tesis sobre les indulgències a l’església del castell de Wittenberg. Avui es reconeix que molt probablement no es va produir aquest fet –és a dir, no es van penjar materialment– però sí que és cert que el text original en llatí va ser traduït a l’alemany ben aviat i va circular ràpidament entre la població. La impremta havia estat un invent recent, de manera que les idees luteranes van tenir una gran difusió i van significar un nou trencament dins del cristianisme, després del cisma d’Orient del segle XI. Després d’aquella ruptura, l’Església catòlica va experimentar una segona escissió, en dividir-se entre el Papat i el món germànic, que va optar per la Reforma luterana. Enmig d’aquests dos mons, va aparèixer el 1534 l’anglicanisme, una mena de via mitjana entre els catòlics i els luterans, sense perdre de vista que les idees luteranes de Calví, autor de la Institució de la religió cristiana, que es va forjar entre 1536 i 1559, van generar un moviment que es va assentar a Ginebra i que va influir al centre d’Europa primer i, més tard, als Estats Units d’Amèrica. Amb aquests antecedents, tot sembla indicar que Europa –que per molts era inseparable de la idea de Cristiandat– es va fragmentar per sempre més, de manera que perdia la unitat anterior i, alhora, la Reforma es presentava com una alternativa al catolicisme, una mostra del caràcter dialèctic de l’esdevenir continental.","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"95 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":"123989882","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}
Joan Borràs Comes, Laura Arnau Sabatés, Ainhoa Flecha, Cristina Escobar Urmeneta
En aquest article els autors comparen el rendiment academic de dos grups d’alumnes del Grau d’Educacio Primaria (GEP) de la UAB, en dues edicions (2012-13 i 2013-14). D’una banda, el GEP-DUA, amb docencia majoritariament en angles, i, de l’altra, el GEP-cat, amb docencia quasi exclusivament en catala. Aixi, es preten detectar si hi ha diferencies en els resultats de les avaluacions de les assignatures en funcio de si aquestes es cursen en catala o en angles. Els resultats permeten evidenciar que no hi ha diferencies estadisticament significatives entre el rendiment del GEP-DUA i el del GEP-cat en les assignatures cursades en catala i en angles.
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Pub Date : 1900-01-01DOI: 10.1344/tempseducacio2019.57.18
Antonio Valentini
This paper uses a trans-disciplinary approach to achieve a fresh perspective on the relationship between the notions of “reality”, “mimesis” and “learning” as these arise in the theoretical proposal made by Gunter Gebauer and Christoph Wulf. More specifically, the paper highlights the properly “ethical” and “political” tenor that is ascribable to a such an interpretation of mimesis and that can take charge of its irreducible ambivalence: of the power of mimesis to express a practical-performative knowledge that, precisely by virtue of its always sensitively-embodied character, qualifies itself for its constitutive suspension between “repetition” and “innovation”, and between “identity” and “difference”.
{"title":"Mimesi, aprenentatge i relacionalitat del que es dona. Sobre el tenor ètic-polític de la proposta de Gunter Gebauer i Christoph Wulf.","authors":"Antonio Valentini","doi":"10.1344/tempseducacio2019.57.18","DOIUrl":"https://doi.org/10.1344/tempseducacio2019.57.18","url":null,"abstract":"This paper uses a trans-disciplinary approach to achieve a fresh perspective on the relationship between the notions of “reality”, “mimesis” and “learning” as these arise in the theoretical proposal made by Gunter Gebauer and Christoph Wulf. More specifically, the paper highlights the properly “ethical” and “political” tenor that is ascribable to a such an interpretation of mimesis and that can take charge of its irreducible ambivalence: of the power of mimesis to express a practical-performative knowledge that, precisely by virtue of its always sensitively-embodied character, qualifies itself for its constitutive suspension between “repetition” and “innovation”, and between “identity” and “difference”.","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"24 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":"115604489","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/tempseducacio2019.57.17
Sergio Bravo Cuevas
Through its quality assurance laws, Chile’s National Agency for Quality of Education (Agencia de Calidad de la Educación) is responsible for guiding and evaluating the country’s state schools and promoting a process of continuous improvement in public education. To this end, the Agency visits schools and analyses the work they do using various quality assurance instruments. This article uses qualitative methodology and a comprehensive-interpretative approach to examine how school directors have responded to the Agency. The results indicate that school directors do not consider the Agency to have recognised those aspects of school management that are conditioned by the social vulnerability of the communities schools serve, and that its evaluation criteria remain excessively standardised. The article concludes that, in order to substantially improve the Chilean education system, the government needs to show a greater level of commitment and the Agency needs to work more closely with the schools that make up the public education system.
{"title":"Visites d’orientació i d’avaluació realitzades per l’Agència de Qualitat de l’Educació a Xile: significats atorgats per directius d’escoles públiques.","authors":"Sergio Bravo Cuevas","doi":"10.1344/tempseducacio2019.57.17","DOIUrl":"https://doi.org/10.1344/tempseducacio2019.57.17","url":null,"abstract":"Through its quality assurance laws, Chile’s National Agency for Quality of Education (Agencia de Calidad de la Educación) is responsible for guiding and evaluating the country’s state schools and promoting a process of continuous improvement in public education. To this end, the Agency visits schools and analyses the work they do using various quality assurance instruments. This article uses qualitative methodology and a comprehensive-interpretative approach to examine how school directors have responded to the Agency. The results indicate that school directors do not consider the Agency to have recognised those aspects of school management that are conditioned by the social vulnerability of the communities schools serve, and that its evaluation criteria remain excessively standardised. The article concludes that, in order to substantially improve the Chilean education system, the government needs to show a greater level of commitment and the Agency needs to work more closely with the schools that make up the public education system.","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"269 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":"123413923","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}
L’article analitza l’efecte del dispositiu didactic Guideway en el «Grau d’Educacio Primaria–Docencia en Angles» (GEP-DUA). El dispositiu, dissenyat segons els principis pedagogics ICLES, te com a finalitat el desenvolupament del discurs academic escrit en angles dels estudiants. En aquest treball s’examinen les millores observades en coherencia i cohesio en el redactat de textos argumentatius per part d’alumnes de primer i segon cursos del GEP-DUA, classificats tambe depe- nent de si rebien o no classes extracurriculars d’angles. Els resultats constaten (1) que els informants obtenen millors resultats en el post-test que en el pre-test, (2) que els alumnes de segon obtenen millors resultats que els de primer, (3) que la millora es superior en la coherencia que en la cohesio, i (4) que els informants que no reben classes extracurriculars d’angles obtenen millors resultats que els que si que en reben. En definitiva, l’estudi indica que la competencia discursiva en l’argumentacio academica escrita pot millorar en un context ICLES mitjancant l’us d’un dispositiu pedagogic amb tasques guiades per a l’escriptura.
{"title":"Desenvolupament de la competència discursiva en llengua estrangera en un entorn AICLES","authors":"Joan Borràs Comes, Berta Rapesta, Rubén Jiménez Galán, Cristina Escobar Urmeneta","doi":"10.1344/TE2017.52.5","DOIUrl":"https://doi.org/10.1344/TE2017.52.5","url":null,"abstract":"L’article analitza l’efecte del dispositiu didactic Guideway en el «Grau d’Educacio Primaria–Docencia en Angles» (GEP-DUA). El dispositiu, dissenyat segons els principis pedagogics ICLES, te com a finalitat el desenvolupament del discurs academic escrit en angles dels estudiants. En aquest treball s’examinen les millores observades en coherencia i cohesio en el redactat de textos argumentatius per part d’alumnes de primer i segon cursos del GEP-DUA, classificats tambe depe- nent de si rebien o no classes extracurriculars d’angles. Els resultats constaten (1) que els informants obtenen millors resultats en el post-test que en el pre-test, (2) que els alumnes de segon obtenen millors resultats que els de primer, (3) que la millora es superior en la coherencia que en la cohesio, i (4) que els informants que no reben classes extracurriculars d’angles obtenen millors resultats que els que si que en reben. En definitiva, l’estudi indica que la competencia discursiva en l’argumentacio academica escrita pot millorar en un context ICLES mitjancant l’us d’un dispositiu pedagogic amb tasques guiades per a l’escriptura.","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"14 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":"131293788","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}
L’inici de l’itinerari «Grau d’Educacio Primaria – Docencia Universitaria en Angles» (GEP-DUA) dins del context catala va ser una decisio valenta de la Facultat de Ciencies de l’Educacio de la UAB, i la seva entrada en funcionament, un exit —avalat, entre d’altres indicadors, per la bona acceptacio dels estudiants. Tanmateix, el seu desplegament no ha estat exempt de tensions i reptes que s’han abordat amb un enfocament exploratori que ha mirat de trobar solucions viables sobre el terreny. En aquest treball es reflexiona de manera critica sobre els tres primers cursos de desplegament del GEP-DUA a partir de les mirades dels estudiants i del professorat. L’article conclou amb un resum de les tematiques centrals i la seva projeccio de futur.
{"title":"Internacionalització en el Grau d'Educació Primària - docència universitària en anglès :","authors":"Cristina Escobar Urmeneta, Antoni Solà","doi":"10.1344/TE2017.52.3","DOIUrl":"https://doi.org/10.1344/TE2017.52.3","url":null,"abstract":"L’inici de l’itinerari «Grau d’Educacio Primaria – Docencia Universitaria en Angles» (GEP-DUA) dins del context catala va ser una decisio valenta de la Facultat de Ciencies de l’Educacio de la UAB, i la seva entrada en funcionament, un exit —avalat, entre d’altres indicadors, per la bona acceptacio dels estudiants. Tanmateix, el seu desplegament no ha estat exempt de tensions i reptes que s’han abordat amb un enfocament exploratori que ha mirat de trobar solucions viables sobre el terreny. En aquest treball es reflexiona de manera critica sobre els tres primers cursos de desplegament del GEP-DUA a partir de les mirades dels estudiants i del professorat. L’article conclou amb un resum de les tematiques centrals i la seva projeccio de futur.","PeriodicalId":119143,"journal":{"name":"Temps d'Educació","volume":"9 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":"131177802","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/tempseducacio2020.58.9
Pascual Timor
Drawing on the author’ professional experience, this article describes the conceptual and instrumental changes that have taken place in the design and production process of serial ceramic products as a result of the appearance of digital tools in the classroom.
{"title":"L'artesà high tech. El procés projectual per educar en la nova era.","authors":"Pascual Timor","doi":"10.1344/tempseducacio2020.58.9","DOIUrl":"https://doi.org/10.1344/tempseducacio2020.58.9","url":null,"abstract":"Drawing on the author’ professional experience, this article describes the conceptual and instrumental changes that have taken place in the design and production process of serial ceramic products as a result of the appearance of digital tools in the classroom.","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":"132765470","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}
Miquel Gómez i Serra, Núria Fabra Fres, Carles Vila Mumbrú
: In contemporary Western society take place demographic, sociocultural, economic and psychosocial changes that transform personal and social relationships as well as family structures and, as a result, traditional forms of care of the elderly, both in relation to the promotion of quality of life, as the maintenance of their personal autonomy and its care when appears or increases their dependency status. These processes not only affect the values and patterns of life of the elderly, but they affect directly potential caregivers, who in their vast majority are immediate family members. Social pedagogy must play an important role in the various moments of the life cycle of the people, and in the stage of old age, this role should not only relate to the exercise of the socio-educational action professionals, but they must take into account the needs of the elderly people and their possible informal caregivers. Social pedagogy should promote quality of life and autonomy of people at different stages of their aging process: while they are fully autonomous, when they begin to lose autonomy and, finally, when they are dependent and need support from care-givers.
{"title":"Pedagogia social, vellesa i autonomia personal.","authors":"Miquel Gómez i Serra, Núria Fabra Fres, Carles Vila Mumbrú","doi":"10.1344/te2018.54.14","DOIUrl":"https://doi.org/10.1344/te2018.54.14","url":null,"abstract":": In contemporary Western society take place demographic, sociocultural, economic and psychosocial changes that transform personal and social relationships as well as family structures and, as a result, traditional forms of care of the elderly, both in relation to the promotion of quality of life, as the maintenance of their personal autonomy and its care when appears or increases their dependency status. These processes not only affect the values and patterns of life of the elderly, but they affect directly potential caregivers, who in their vast majority are immediate family members. Social pedagogy must play an important role in the various moments of the life cycle of the people, and in the stage of old age, this role should not only relate to the exercise of the socio-educational action professionals, but they must take into account the needs of the elderly people and their possible informal caregivers. Social pedagogy should promote quality of life and autonomy of people at different stages of their aging process: while they are fully autonomous, when they begin to lose autonomy and, finally, when they are dependent and need support from care-givers.","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":"122443636","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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