Pub Date : 2018-07-15DOI: 10.14201/AULA201824135144
Amélia de Jesus Marchao, Helder Henriques
En este texto exponemos la escucha de las voces de los ninos como parte integrante de los procesos de investigacion en educacion, asumiendo el nino el estatuto de sujeto de investigacion. A partir de trabajos de investigacion de ambito academico orientados por los autores, se destacan y se valoran las entrevistas con ninos, desarrollandose en este marco un proceso de reflexion sobre su realizacion y pertinencia como estrategia de construccion del conocimiento mas amplio del nino y de la infancia, a traves de la expresion de sus ideas y significados sobre lo cotidiano y sobre el mundo en general. De este modo, fundamos la pertinencia de entender al nino como sujeto de investigacion y, a lo largo del texto, destacamos el proceso de escucha a traves de entrevistas a ninos en edad preescolar, enfocando los desafios que se plantean sobre las mismas, durante los trayectos de investigacion.
{"title":"Investigación con niños: reflexión sobre la escucha de las voces de los niños a través de procesos de entrevista","authors":"Amélia de Jesus Marchao, Helder Henriques","doi":"10.14201/AULA201824135144","DOIUrl":"https://doi.org/10.14201/AULA201824135144","url":null,"abstract":"En este texto exponemos la escucha de las voces de los ninos como parte integrante de los procesos de investigacion en educacion, asumiendo el nino el estatuto de sujeto de investigacion. A partir de trabajos de investigacion de ambito academico orientados por los autores, se destacan y se valoran las entrevistas con ninos, desarrollandose en este marco un proceso de reflexion sobre su realizacion y pertinencia como estrategia de construccion del conocimiento mas amplio del nino y de la infancia, a traves de la expresion de sus ideas y significados sobre lo cotidiano y sobre el mundo en general. De este modo, fundamos la pertinencia de entender al nino como sujeto de investigacion y, a lo largo del texto, destacamos el proceso de escucha a traves de entrevistas a ninos en edad preescolar, enfocando los desafios que se plantean sobre las mismas, durante los trayectos de investigacion.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2018-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73232940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-15DOI: 10.14201/AULA201824117133
K. Moreira
This text aims to analyze the textbooks History of Brazil for high school in Vargas Era (1930-1945) with emphasis on the relationship between authors, teachings and curricula in the perspective of Brazilian education history. For both we selected three textbooks of two authors. We found some peculiarities about the textbooks in this period: the «new method» stands as didactic and pedagogical content, some approaches in the textbook precede to the curricula, and the presence of President Getulio Vargas speeches reinforce the value of the «October Revolution of 1930» in these textbooks. This allows us to conclude, in line with Choppin (1992), the textbook as an educational instrument inscribed on a long tradition, is inseparable from teaching conditions of his time.
{"title":"Manuales escolares de «Historia de Brasil» para la enseñanza secundaria (1930-1945): entre autores, didácticas y programas curriculares","authors":"K. Moreira","doi":"10.14201/AULA201824117133","DOIUrl":"https://doi.org/10.14201/AULA201824117133","url":null,"abstract":"This text aims to analyze the textbooks History of Brazil for high school in Vargas Era (1930-1945) with emphasis on the relationship between authors, teachings and curricula in the perspective of Brazilian education history. For both we selected three textbooks of two authors. We found some peculiarities about the textbooks in this period: the «new method» stands as didactic and pedagogical content, some approaches in the textbook precede to the curricula, and the presence of President Getulio Vargas speeches reinforce the value of the «October Revolution of 1930» in these textbooks. This allows us to conclude, in line with Choppin (1992), the textbook as an educational instrument inscribed on a long tradition, is inseparable from teaching conditions of his time.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2018-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75751216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Population ageing is testing traditional care practices and institutions for older people in Europe. The development of technological «solutions» has been gaining ground in this field. This work focuses on the advances of geron-robotics. Robots that appear in the digital media and are designed to provide some service to older people have been tracked and classified. They were classified according to whether they were medical, service, social, recreational, educational, rehabilitative or therapeutic potential robots. An analysis was also made of the content of the different sources found. The devices identified have recent developments. Very few of them are present in Spain. In the sample found, a great variety of robotic devices is appreciated, as well as a tendency to produce the expectation of new and better machines to come that will provide independence, well-being and company to its users.
{"title":"Robots para el cuidado de personas mayores. Taxonomía de una promesa","authors":"Juan Carlos Aceros Gualdrón","doi":"10.14201/aula2018244360","DOIUrl":"https://doi.org/10.14201/aula2018244360","url":null,"abstract":"Population ageing is testing traditional care practices and institutions for older people in Europe. The development of technological «solutions» has been gaining ground in this field. This work focuses on the advances of geron-robotics. Robots that appear in the digital media and are designed to provide some service to older people have been tracked and classified. They were classified according to whether they were medical, service, social, recreational, educational, rehabilitative or therapeutic potential robots. An analysis was also made of the content of the different sources found. The devices identified have recent developments. Very few of them are present in Spain. In the sample found, a great variety of robotic devices is appreciated, as well as a tendency to produce the expectation of new and better machines to come that will provide independence, well-being and company to its users.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2018-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74504125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents an overview of the relationship between ageing and digital technologies. It analyzes the social context characterized by the over-ageing and general digitalization of developed societies. In this context, an emerging area of study and innovation around Gerontechnology is presented and the role that pedagogy and education can play in this new multidisciplinary framework is defined.
{"title":"Envejecimiento, educación y virtualización tecnológica","authors":"A. V. Martín-García","doi":"10.14201/AULA2018242942","DOIUrl":"https://doi.org/10.14201/AULA2018242942","url":null,"abstract":"The article presents an overview of the relationship between ageing and digital technologies. It analyzes the social context characterized by the over-ageing and general digitalization of developed societies. In this context, an emerging area of study and innovation around Gerontechnology is presented and the role that pedagogy and education can play in this new multidisciplinary framework is defined.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2018-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72901445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-15DOI: 10.14201/aula20182493103
Cristina Moreno Pabón, Cristina ALCONADA FERNÁNDEZ, José DULAC IBERGALLARTU
{"title":"Enseñanza del uso de las tic a personas mayores: relato de una experiencia","authors":"Cristina Moreno Pabón, Cristina ALCONADA FERNÁNDEZ, José DULAC IBERGALLARTU","doi":"10.14201/aula20182493103","DOIUrl":"https://doi.org/10.14201/aula20182493103","url":null,"abstract":"","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2018-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88762750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-15DOI: 10.14201/AULA201824177192
D. Rasteiro, María Rosa Oria, João Ruivo
El trabajo de investigacion que se presenta busca identificar las politicas y los proyectos socioeducativos que fomenten la inclusion social en las ciudades, de las personas con necesidades especiales. El estudio se centro en las ciudades portuguesas que forman parte de la Red Internacional de Ciudades Educadoras , cuya Carta de Principios senala que la participacion de las autoridades locales con el fin de combatir la exclusion social mediante la promocion , a traves de la educacion formal , no formal e informal , proyectos centrados en las comunidades y que contribuyan, por la participacion de los ciudadanos, de las instituciones sociales y educativas para que la ciudad sea mas inclusiva.
{"title":"Vías de inclusión social en Portugal - dos casos de estudio se centra en las políticas locales para las personas con necesidades especiales","authors":"D. Rasteiro, María Rosa Oria, João Ruivo","doi":"10.14201/AULA201824177192","DOIUrl":"https://doi.org/10.14201/AULA201824177192","url":null,"abstract":"El trabajo de investigacion que se presenta busca identificar las politicas y los proyectos socioeducativos que fomenten la inclusion social en las ciudades, de las personas con necesidades especiales. El estudio se centro en las ciudades portuguesas que forman parte de la Red Internacional de Ciudades Educadoras , cuya Carta de Principios senala que la participacion de las autoridades locales con el fin de combatir la exclusion social mediante la promocion , a traves de la educacion formal , no formal e informal , proyectos centrados en las comunidades y que contribuyan, por la participacion de los ciudadanos, de las instituciones sociales y educativas para que la ciudad sea mas inclusiva.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2018-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88669694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This exploratory paper argues that treating older adults learning as «representational knowledge» acquisition is not adequate if we want to understand how they learn to use digital technologies in general, and social media technologies in particular. Using examples taken from an ethnographic study exploring social media use in later life, the case is made for a range of digital practices and affective relations through which learning happens. The idea of communities of practice is a useful approach, however it also needs to be expanded to account for the practices that happened outside of the social and cultural centers and outside of the groups of interest formed around the interests in digital technologies. It is also useful to answer the question of how and why particular forms of «pedagogical authority» are enacted through particular digital practices, which are highly relational and affective, and how these forms of expertise become identity traits. We further discuss the implications of this for our understandings of identity and ageing within the digital society. Finally, we suggest that the term learning ecologies captures much better the practices of learning of older adults.
{"title":"«Hago de todo y no sé hacer funcionar nada»: aprendizaje afectivo y relacional de tecnologías digitales en adultos mayores","authors":"Roser Beneito-Montagut, Arantza Begueria, Nizaiá Cassián","doi":"10.14201/AULA2018247792","DOIUrl":"https://doi.org/10.14201/AULA2018247792","url":null,"abstract":"This exploratory paper argues that treating older adults learning as «representational knowledge» acquisition is not adequate if we want to understand how they learn to use digital technologies in general, and social media technologies in particular. Using examples taken from an ethnographic study exploring social media use in later life, the case is made for a range of digital practices and affective relations through which learning happens. The idea of communities of practice is a useful approach, however it also needs to be expanded to account for the practices that happened outside of the social and cultural centers and outside of the groups of interest formed around the interests in digital technologies. It is also useful to answer the question of how and why particular forms of «pedagogical authority» are enacted through particular digital practices, which are highly relational and affective, and how these forms of expertise become identity traits. We further discuss the implications of this for our understandings of identity and ageing within the digital society. Finally, we suggest that the term learning ecologies captures much better the practices of learning of older adults.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2018-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75166274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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