Fernando Faci Lucia, Ángel Lorente Lorente, F. J. Méndez
Titulo en la pagina de la revista : "Entrevista al profesor honorario de Teoria e Historia de la Educacion de la Universidad de Murcia, D. Antonio Vinao"
杂志封面标题:“采访穆尔西亚大学教育理论与历史荣誉教授D. Antonio Vinao”
{"title":"Entrevista a D. Antonio Viñao Frago, historiador de la educación, a los 50 años de la LGE y 30 de la LOGSE","authors":"Fernando Faci Lucia, Ángel Lorente Lorente, F. J. Méndez","doi":"10.23824/ASE.V0I33.689","DOIUrl":"https://doi.org/10.23824/ASE.V0I33.689","url":null,"abstract":"Titulo en la pagina de la revista : \"Entrevista al profesor honorario de Teoria e Historia de la Educacion de la Universidad de Murcia, D. Antonio Vinao\"","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","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":"131238872","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}
espanolCon cierta frecuencia los inspectores e inspectoras de educacion son nombrados instructores de expedientes disciplinarios incoados a empleados publicos; la instruccion de los mismos debe llevarse a caboen un tiempo determinado de modo que, una vez realizada la propuesta de resolucion, el organo competente pueda resolver y notificar dicha resolucion al expedientado en tiempo y forma. A traves deeste articulo, con el fin de ayudar a los posibles instructores, abordamos el instituto de la caducidad, describiendo en que consiste, su evolucion legal y la regulacion actual. Examinaremos el plazo maximo para resolver y notificar, asi como su computo, las consecuencias de no hacerlo, situaciones habituales que pueden paralizar dicho plazo, los casos en los que puede ser ampliado y la posibilidad de incoar un nuevo procedimiento si se ha producido la caducidad. EnglishEducation inspectors are often appointed to carry out disciplinary procedures against public servants within a limited time so that, once the disciplinary proposal is made, the competent body can decide upon the corresponding disciplinary measure and notify the public servant of such decision in due time and form.In order to guide the taskof the appointed public servant, this article aims to analyse the expiration date in disciplinary procedures. In doing so, attention will be paid to the concept, together with the legal changes and present regulation. We will examine the expiration and notification dates in disciplinary procedures, as well as the way such terms are calculated. We shall also study the consequences of solving or notifying a disciplinary procedure out of date. Finally, attention will be paid to common situations which may interrupt or enlarge the date to solve a disciplinary proceeding and the possibility of initiating a new procedure if the expiration has occurred.
{"title":"La caducidad en los expedientes disciplinarios de los empleados públicos","authors":"D. Pacheco","doi":"10.23824/ASE.V0I35.710","DOIUrl":"https://doi.org/10.23824/ASE.V0I35.710","url":null,"abstract":"espanolCon cierta frecuencia los inspectores e inspectoras de educacion son nombrados instructores de expedientes disciplinarios incoados a empleados publicos; la instruccion de los mismos debe llevarse a caboen un tiempo determinado de modo que, una vez realizada la propuesta de resolucion, el organo competente pueda resolver y notificar dicha resolucion al expedientado en tiempo y forma. A traves deeste articulo, con el fin de ayudar a los posibles instructores, abordamos el instituto de la caducidad, describiendo en que consiste, su evolucion legal y la regulacion actual. Examinaremos el plazo maximo para resolver y notificar, asi como su computo, las consecuencias de no hacerlo, situaciones habituales que pueden paralizar dicho plazo, los casos en los que puede ser ampliado y la posibilidad de incoar un nuevo procedimiento si se ha producido la caducidad. EnglishEducation inspectors are often appointed to carry out disciplinary procedures against public servants within a limited time so that, once the disciplinary proposal is made, the competent body can decide upon the corresponding disciplinary measure and notify the public servant of such decision in due time and form.In order to guide the taskof the appointed public servant, this article aims to analyse the expiration date in disciplinary procedures. In doing so, attention will be paid to the concept, together with the legal changes and present regulation. We will examine the expiration and notification dates in disciplinary procedures, as well as the way such terms are calculated. We shall also study the consequences of solving or notifying a disciplinary procedure out of date. Finally, attention will be paid to common situations which may interrupt or enlarge the date to solve a disciplinary proceeding and the possibility of initiating a new procedure if the expiration has occurred.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"72 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":"133144101","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}
espanolEl presente trabajo tiene un triple proposito: analizar las distintas fases temporales o etapas de la carrera profesional docente (desde su formacion inicial hasta el acceso a la funcion inspectora), la incorporacion de la figura juridica del docente o inspector colaborador voluntario jubilado a los centros educativos (particularizando su introduccion en la Comunidad Autonoma de Canarias) y la posibilidad de participacion en la formacion docente inicial y continua de personal inspector de prestigio en activo o jubilado. Finalmente, se presentan algunas acciones de participacion de inspectores e inspectoras en la formacion inicial docente que se imparte en la universidad, particularizando en el ambito de las ciencias experimentales por la necesidad de revertir la tendencia negativa de vocaciones cientificas que existe en nuestro pais EnglishThe objectives of this paper were: to analyse the different phases or stages of teaching career (from initial training to access to the inspection function), the incorporation of volunteer retired teachers or non-active inspectors as partners in educational establishments (specially as how were introduced in Canary Islands) and the possibility of participation in initial and continuing teacher training of senior inspectors with active or retired status.Finally, we present some actions involving inspectors in the initial teacher training offered at the university, in experimental sciences field due to the need to reverse the negative trend of scientific vocations that exists in our country
这项工作有三个目的:分析不同阶段或暂时的职业教育(从最初的编队飞行到访问函数检查员、incorporacion图juridica退休教师或检查员自愿合作教育中心(particularizando简介在加纳利群岛Autonoma)和社会participacion连续编队飞行初始教育和检查员的声望在职或退休人员。最后,出现一些股票participacion初步检查和名警监编队飞行教师提供上大学,particularizando在实验科学的必要性扭转负面趋势的技能存在的科学家在我们国家EnglishThe目标of this paper是:to analyse不同阶段或stages of教学职业(from the initial training to access to the inspection function),《志愿者的揭开retired教师or non-active inspectors教育的伙伴(设计的投诉多的Canary Islands) and the possibility of participation in初步和继续teacher培训高级地位inspectors with active or retired。最后，我们提出了一些行动，让检查员参与大学在实验科学领域提供的初步教师培训，因为需要扭转我国科学职业的消极趋势。
{"title":"La Inspección de Educación y la formación del profesorado: fases de la carrera docente, colaboración voluntaria de inspectores jubilados y fomento de vocaciones científicas. Propuesta participativa en la enseñanza de las ciencias experimentales","authors":"M. Medina, Juan José Marrero Galván","doi":"10.23824/ASE.V0I34.684","DOIUrl":"https://doi.org/10.23824/ASE.V0I34.684","url":null,"abstract":"espanolEl presente trabajo tiene un triple proposito: analizar las distintas fases temporales o etapas de la carrera profesional docente (desde su formacion inicial hasta el acceso a la funcion inspectora), la incorporacion de la figura juridica del docente o inspector colaborador voluntario jubilado a los centros educativos (particularizando su introduccion en la Comunidad Autonoma de Canarias) y la posibilidad de participacion en la formacion docente inicial y continua de personal inspector de prestigio en activo o jubilado. Finalmente, se presentan algunas acciones de participacion de inspectores e inspectoras en la formacion inicial docente que se imparte en la universidad, particularizando en el ambito de las ciencias experimentales por la necesidad de revertir la tendencia negativa de vocaciones cientificas que existe en nuestro pais EnglishThe objectives of this paper were: to analyse the different phases or stages of teaching career (from initial training to access to the inspection function), the incorporation of volunteer retired teachers or non-active inspectors as partners in educational establishments (specially as how were introduced in Canary Islands) and the possibility of participation in initial and continuing teacher training of senior inspectors with active or retired status.Finally, we present some actions involving inspectors in the initial teacher training offered at the university, in experimental sciences field due to the need to reverse the negative trend of scientific vocations that exists in our country","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","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":"130065197","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}
espanolEl sistema educativo espanol experimenta nuevos cambios tras la promulgacion de la Ley Organica por la que se modifica la Ley Organica de Educacion (LOMLOE, 2020). Si bien el Proyecto de Ley no incluia cambios significativos con respecto a la Inspeccion deEducacion, su tramitacion y la redaccion de enmiendas llevaron a modificaciones mas relevantes. Es objeto del presente articulo presentar el alcance y la significacion de estas, a partir de las enmiendas que las introducen y de sus motivaciones. A tal efecto, se realiza un analisis documental y de contenido sobre el voluminoso numero de enmiendas realizadas y la significacion de los cambios finalmente introducidos tras la tramitacion de la LOMLOE. Del que pueden obtenerse conclusiones referidas a la singularidad del propio proceso de tramitacion de la nueva reforma educativa, al alcance o significacion de los cambios incorporados y a la adecuacion, ajuste o desarrollo de elementos sustantivos del ejercicio de la inspeccion. EnglishThe Spanish educational system is experiencing new changes since a new Law of Education (LOMLOE,2020) has been approved, which modifies the previous one. Although the first draft did not introduce any significant variations regarding the Education Inspectorate, the work done by the Parliament leading to pass the law did add substantial amendments to it. This article focuses on these changes and aims to explain how relevant and important they are. To achieve this, the author will analyze the content of the numerous amendments that were submitted to discussion and the significance of the modifications finally incorporated to the new law. From here, the reader may comprehend the particularities and singularities involving the passing of a new reform in education as well as the relevance of the changes, adjustments and development of key elements integrated in the inspection and supervision tasks.
{"title":"La Inspección educativa en la LOMLOE: Proyecto, enmiendas y ley. Significación de los cambios","authors":"Antonio Montero Alcaide","doi":"10.23824/ASE.V0I35.722","DOIUrl":"https://doi.org/10.23824/ASE.V0I35.722","url":null,"abstract":"espanolEl sistema educativo espanol experimenta nuevos cambios tras la promulgacion de la Ley Organica por la que se modifica la Ley Organica de Educacion (LOMLOE, 2020). Si bien el Proyecto de Ley no incluia cambios significativos con respecto a la Inspeccion deEducacion, su tramitacion y la redaccion de enmiendas llevaron a modificaciones mas relevantes. Es objeto del presente articulo presentar el alcance y la significacion de estas, a partir de las enmiendas que las introducen y de sus motivaciones. A tal efecto, se realiza un analisis documental y de contenido sobre el voluminoso numero de enmiendas realizadas y la significacion de los cambios finalmente introducidos tras la tramitacion de la LOMLOE. Del que pueden obtenerse conclusiones referidas a la singularidad del propio proceso de tramitacion de la nueva reforma educativa, al alcance o significacion de los cambios incorporados y a la adecuacion, ajuste o desarrollo de elementos sustantivos del ejercicio de la inspeccion. EnglishThe Spanish educational system is experiencing new changes since a new Law of Education (LOMLOE,2020) has been approved, which modifies the previous one. Although the first draft did not introduce any significant variations regarding the Education Inspectorate, the work done by the Parliament leading to pass the law did add substantial amendments to it. This article focuses on these changes and aims to explain how relevant and important they are. To achieve this, the author will analyze the content of the numerous amendments that were submitted to discussion and the significance of the modifications finally incorporated to the new law. From here, the reader may comprehend the particularities and singularities involving the passing of a new reform in education as well as the relevance of the changes, adjustments and development of key elements integrated in the inspection and supervision tasks.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"50 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":"123333227","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: 10.1007/978-1-4020-6403-6_8
R. Arnove
{"title":"WORLD - SYSTEMS ANALYSIS AND COMPARATIVE EDUCATION IN THE AGE OF GLOBALIZATION","authors":"R. Arnove","doi":"10.1007/978-1-4020-6403-6_8","DOIUrl":"https://doi.org/10.1007/978-1-4020-6403-6_8","url":null,"abstract":"","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","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":"132517476","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}
espanolEl objetivo de este trabajo ha sido analizar la genesis de la Ley Organica 3/2020, de 29 de diciembre, por la que se modifica la Ley Organica 2/2006, de 3 de mayo, de Educacion(LOMLOE)mediantelos Objetivos de Desarrollo Sostenible(ODS) de la Agenda 2030y el impacto que la pandemia de COVID-19 ha tenido en su implantacion. Se hananalizado referencias documentales sobre los ODS procedentes de fuentes internacionales (ONU, UNESCO, etc.) ynacionales para su implementaciony desarrollo en Espana. El analisis documental y la reflexion realizadapermite concluir que en cumplimiento del ODS-4 (educacion), asi como para la lucha del cambio climatico, la LOMLOE parece sustentarse en el tratamiento de estos aspectos.Esto parece llevarse acabomediante la introduccion de la educacion para el desarrollo sostenible y para la ciudadania global (EDS-ECG), nuevas competencias trasversales, nuevos desarrollos curriculares y una mayor inclusion,por lo que su desarrollo sera basico en la epoca post-COVID. En este contexto, la Inspeccion Educativa deberia jugar un papel esencial en este proceso. EnglishThe objective of this work has been to analyse the genesis ofOrganic Law 3/2020, of December 29,which modifies Organic Law 2/2006, of May 3, on Education(LOMLOE)through the 2030 SustainableDevelopment GoalsAgendaand the impact of Covid-19 pandemic on the implementation of these goals.Documentary references on the SDGs from international (UN, UNESCO, etc.) and national sources have been analysed for their implementation and development inSpain. From this analysis and a carried-out reflection, it is possible to conclude that LOMLOE seems to be based on this objectivein compliance with SDG-4 (education), as well as for the fight against climate change. This is conducted throughthe introduction of education forsustainable development and for global citizenship (EDS-ECG), new transversal competences, new curricular developments,and a greater inclusion. The development of these, will be essential in the post-COVID era. In this context, the Educational Inspection should play an essential role in this process.
{"title":"La nueva Ley de Educación (LOMLOE) ante los Objetivos de Desarrollo Sostenible de la Agenda 2030 y el reto de la COVID-19","authors":"M. Medina, Juan José Marrero Galván","doi":"10.23824/ASE.V0I35.709","DOIUrl":"https://doi.org/10.23824/ASE.V0I35.709","url":null,"abstract":"espanolEl objetivo de este trabajo ha sido analizar la genesis de la Ley Organica 3/2020, de 29 de diciembre, por la que se modifica la Ley Organica 2/2006, de 3 de mayo, de Educacion(LOMLOE)mediantelos Objetivos de Desarrollo Sostenible(ODS) de la Agenda 2030y el impacto que la pandemia de COVID-19 ha tenido en su implantacion. Se hananalizado referencias documentales sobre los ODS procedentes de fuentes internacionales (ONU, UNESCO, etc.) ynacionales para su implementaciony desarrollo en Espana. El analisis documental y la reflexion realizadapermite concluir que en cumplimiento del ODS-4 (educacion), asi como para la lucha del cambio climatico, la LOMLOE parece sustentarse en el tratamiento de estos aspectos.Esto parece llevarse acabomediante la introduccion de la educacion para el desarrollo sostenible y para la ciudadania global (EDS-ECG), nuevas competencias trasversales, nuevos desarrollos curriculares y una mayor inclusion,por lo que su desarrollo sera basico en la epoca post-COVID. En este contexto, la Inspeccion Educativa deberia jugar un papel esencial en este proceso. EnglishThe objective of this work has been to analyse the genesis ofOrganic Law 3/2020, of December 29,which modifies Organic Law 2/2006, of May 3, on Education(LOMLOE)through the 2030 SustainableDevelopment GoalsAgendaand the impact of Covid-19 pandemic on the implementation of these goals.Documentary references on the SDGs from international (UN, UNESCO, etc.) and national sources have been analysed for their implementation and development inSpain. From this analysis and a carried-out reflection, it is possible to conclude that LOMLOE seems to be based on this objectivein compliance with SDG-4 (education), as well as for the fight against climate change. This is conducted throughthe introduction of education forsustainable development and for global citizenship (EDS-ECG), new transversal competences, new curricular developments,and a greater inclusion. The development of these, will be essential in the post-COVID era. In this context, the Educational Inspection should play an essential role in this process.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","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":"132421110","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":"Desincentivar las repeticiones de curso. El asesoramiento de la Inspección Educativa sobre las decisiones de promoción del alumnado","authors":"Luna Ariza, P. Ángel","doi":"10.23824/ASE.V0I30.631","DOIUrl":"https://doi.org/10.23824/ASE.V0I30.631","url":null,"abstract":"","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"34 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":"126529623","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}
espanolEn este articulo se analiza criticamente el planteamiento que se hace en la LOMLOE respecto al alumnado con necesidades educativas especiales, que deberia estar enmarcado en el compromiso espanol e internacional con el desarrollo de una educacion mas inclusiva. Se considera que el marco establecido viene a ser, sin embargo, una oportunidad perdidapara ello, manteniendo esta valoracion en base al analisis de las principales creencias y valores en los que dicho marcoparece sostenerse. Alternativamente se platean algunos pilarespara avanzar enesa ambicion que tienen que ver con la consideracion de la educacion inclusiva como un derecho y en la tarea de construir un modelo de apoyo inclusivoque supere la estrecha vision existente en la actualidad. EnglishThis paper critically analyses LOMLOE's approach to students with special educational needs, which should be framed in the Spanish and international commitment with inclusive education. The established framework is, however, a missed opportunity for this, maintaining this assessment on the analysis of the main beliefs and values in which it seems to be sustained. Alternatively, some pillars are sharedto advancetothis internationalambitionthat have to do with the consideration of inclusive education as a human rightandin the task of building an inclusive support model that surpasses today's narrow vision.
{"title":"La educación del alumnado considerado con necesidades educativas especiales en la LOMLOE","authors":"Gerardo Echeita Sarrionandia","doi":"10.23824/ASE.V0I35.721","DOIUrl":"https://doi.org/10.23824/ASE.V0I35.721","url":null,"abstract":"espanolEn este articulo se analiza criticamente el planteamiento que se hace en la LOMLOE respecto al alumnado con necesidades educativas especiales, que deberia estar enmarcado en el compromiso espanol e internacional con el desarrollo de una educacion mas inclusiva. Se considera que el marco establecido viene a ser, sin embargo, una oportunidad perdidapara ello, manteniendo esta valoracion en base al analisis de las principales creencias y valores en los que dicho marcoparece sostenerse. Alternativamente se platean algunos pilarespara avanzar enesa ambicion que tienen que ver con la consideracion de la educacion inclusiva como un derecho y en la tarea de construir un modelo de apoyo inclusivoque supere la estrecha vision existente en la actualidad. EnglishThis paper critically analyses LOMLOE's approach to students with special educational needs, which should be framed in the Spanish and international commitment with inclusive education. The established framework is, however, a missed opportunity for this, maintaining this assessment on the analysis of the main beliefs and values in which it seems to be sustained. Alternatively, some pillars are sharedto advancetothis internationalambitionthat have to do with the consideration of inclusive education as a human rightandin the task of building an inclusive support model that surpasses today's narrow vision.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","volume":"64 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":"128283024","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}
espanolEl articulo recoge un recorrido, desde el punto de vista legal y social, de la educacion inclusiva en Espana, partiendo del ano 1970. Se analiza la transformacion educativa durante estos 50 anos, avanzando desde la educacion especial, pasando por los programas de integracion, hasta llegar a la concepcion mas amplia de la inclusion, mirada que abarca a todo el alumnado con sus caracteristicas propias. Todas las diferencias deben ser atendidas, por lo que se hace imprescindible un sistema flexible, que facilite la accesibilidad al conjunto de la poblacion. Finaliza el texto planteando algunos de los retos pendientes de conseguir para alcanzar la educacion inclusiva pretendida, en orden a llegar a la sociedad inclusiva que exige un modelo democratico de gobierno EnglishThe article includes a route, from a legal and a social point of view, of inclusive education in Spain, starting in 1970. The educational transformation during these 50 years is analyzed, progressing from special education, through the integration programs, until reaching the broadest conception of inclusion, a gaze that encompasses all students with their own characteristics. All differences must be addressed, so a flexible system is essential, which facilitates accessibility to the population as a whole. The paper concludes rasing the pending challenges to achieve the intended inclusive education, in order to reach the inclusive society that requires a democratic model of government.
本文从法律和社会的角度回顾了西班牙自1970年以来的全纳教育。本文分析了过去50年的教育转型，从特殊教育，通过整合项目，到更广泛的包容概念，包括所有学生的特点。所有的差异都必须得到解决，这就是为什么一个灵活的系统是必不可少的，以促进整个人口的可及性。完成文本构成一些挑战得到实现包容所谓教育,向社会包容模型需要一个democratico政府EnglishThe条包括途中,from a legal and a social point of view,即使of education in Spain starting in 1970年。本文分析了这五十年来教育的转变，从特殊教育到综合方案，直至达到最广泛的包容概念，这是一种将所有学生的特点结合在一起的纱布。必须解决所有的差异，因此必须有一个灵活的系统，使整个人口都能使用。该文件总结了实现预期的全纳教育的挑战，以实现需要民主治理模式的全纳社会。
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espanolEn el presente articulo abordamos el estudio de la responsabilidad de los centros docentes ante los casos de acoso escolar y ciberacoso. A traves de un analisis legal y jurisprudencial de algunos conflictos profundizamos en este problema tan de actualidad que, si bien ha existido desde muchos anos atras, hoy en dia se ha acuciado, quiza debido a un incremento de la violencia en la sociedad actual. El acoso escolar y el ciberacoso suponen para algunos centros un problema dificil pero prioritario, por las consecuencias sociales y de salud que acarrea para las victimas; por ello, reflexionaremos sobre la funcion preventiva y protectora que deben realizar los centros para evitar este tipo de situaciones, asi como el papel de la inspeccion educativa, como garante de los derechos de los usuarios de este servicio publico, en el seguimiento de los protocolos que deben aplicarse ante cualquier vulneracion de derechos del alumnado. EnglishIn this article I am dealing with the study of the responsibility of educational institutions in cases of bullying and cyberbullying. Through a legal and jurisprudential analysis of some conflicts we are looking into this current problem because, although it has existed for a long time, today it has become more serious perhaps due to an increase of the violence in the present society. Bullying and cyberbullying are a difficult but priority problem for some centers because of the social and health consequences for the victims; Therefore, we will reflect on the preventive and protective function that the centers must do to avoid this type of situation, as well as the role of the educational inspection, as guarantor of the rights of the users of this public service, in the monitoring of the protocols Which must be applied against any violation of student rights.
在这篇文章中，我们讨论了学校在面对欺凌和网络欺凌案件时的责任研究。通过对一些冲突的法律和法理学分析，我们深入探讨了这个问题，这个问题虽然多年前就存在了，但今天却变得尖锐了，也许是由于当今社会暴力的增加。对一些学校来说，欺凌和网络欺凌是一个困难但优先考虑的问题，因为它给受害者带来社会和健康后果;因此,我们将在有关预防性函数和有待完成的保护中心,避免此类情况,就是教育inspeccion纸,作为用户权利在这个公共服务,落实议定书应适用于任何vulneracion学生权利。在这篇文章中，我正在研究教育机构在欺凌和网络欺凌案件中的责任。通过对一些冲突的法律和法理学分析，我们看到了这个当前的问题，因为尽管它已经存在了很长时间，但今天它变得更加严重，可能是由于当今社会暴力的增加。由于对受害者造成社会和健康后果，欺凌和网络欺凌对一些中心来说是一个困难但优先的问题;因此,we will 12 on the预防和保护function that the centers必须do to避免this type of状况,as well as the role of the educational inspection, guarantor of the rights of the users of this public service in the监测应用against any of the protocols Which,侵犯学生的权利。
{"title":"La responsabilidad patrimonial de la Administración Pública por daños derivados del acoso escolar y ciberacoso","authors":"Carmen Delgado Moral","doi":"10.23824/ASE.V0I28.598","DOIUrl":"https://doi.org/10.23824/ASE.V0I28.598","url":null,"abstract":"espanolEn el presente articulo abordamos el estudio de la responsabilidad de los centros docentes ante los casos de acoso escolar y ciberacoso. A traves de un analisis legal y jurisprudencial de algunos conflictos profundizamos en este problema tan de actualidad que, si bien ha existido desde muchos anos atras, hoy en dia se ha acuciado, quiza debido a un incremento de la violencia en la sociedad actual. El acoso escolar y el ciberacoso suponen para algunos centros un problema dificil pero prioritario, por las consecuencias sociales y de salud que acarrea para las victimas; por ello, reflexionaremos sobre la funcion preventiva y protectora que deben realizar los centros para evitar este tipo de situaciones, asi como el papel de la inspeccion educativa, como garante de los derechos de los usuarios de este servicio publico, en el seguimiento de los protocolos que deben aplicarse ante cualquier vulneracion de derechos del alumnado. EnglishIn this article I am dealing with the study of the responsibility of educational institutions in cases of bullying and cyberbullying. Through a legal and jurisprudential analysis of some conflicts we are looking into this current problem because, although it has existed for a long time, today it has become more serious perhaps due to an increase of the violence in the present society. Bullying and cyberbullying are a difficult but priority problem for some centers because of the social and health consequences for the victims; Therefore, we will reflect on the preventive and protective function that the centers must do to avoid this type of situation, as well as the role of the educational inspection, as guarantor of the rights of the users of this public service, in the monitoring of the protocols Which must be applied against any violation of student rights.","PeriodicalId":167213,"journal":{"name":"Avances en Supervisión Educativa","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":"129413472","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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