Politicas de educacion superior sobre acoso sexual en Chile Politicas de ensino superior sobre o assedio sexual no Chile This research tackles the problem of sexual harassment in Chilean high schools and universities, which proves the need for institutions to take prevention and victim care measures and to carry out actions for its complete eradication. The aim of this study is to discuss the gender ideologies embodied in regulations, protocols and regulations on sexual harassment prevention issued by four Chilean universities. The research method is a documentary analysis, whose objective is to capture, assess, select and encapsulate the underlying messages in the contents of documents by working out their meanings. The main results include the necessity to strengthen free, safe spaces for students and workers and to design strategies to prevent, safeguard and promote respectful and egalitarian relationships in the educational community, such as receiving complaints and conducting investigations. Para citar este articulo / To reference this article / Para citar este artigo Flores-Bernal, R. (2019). Politicas de educacion superior sobre acoso sexual en Chile. Educacion y Educadores, 22 (3), 343-358. DOI: https://doi.org/10.5294/edu.2019.22.3.1 Recibido: 27/03/2019 Aceptado: 07/10/2019
智利高等教育政策这项研究解决了智利高中和大学的性骚扰问题，证明了各机构需要采取预防和照顾受害者的措施，并采取行动彻底根除性骚扰。本研究的目的是讨论智利四所大学颁布的预防性骚扰法规、议定书和条例中所体现的性别意识形态。研究方法是文献分析，其目的是通过找出其含义来捕捉、评估、选择和封装文档内容中的潜在信息。主要成果包括有必要加强学生和工作人员的自由、安全空间，并制定战略，防止、保障和促进教育界的尊重和平等关系，例如接受投诉和进行调查。Para citar este articulo/参考本文/Para citer este artigo Flores Bernal，R.（2019）。智利的高等教育政治是性的。Educacion y Educadores，22（3），343-358。DOI：https://doi.org/10.5294/edu.2019.22.3.1Recibido:27/03/2019 Aceptado:07/10/2019
{"title":"Políticas de educación superior sobre acoso sexual en Chile","authors":"Raquel del Carmen Flores-Bernal","doi":"10.5294/EDU.2019.22.3.1","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.3.1","url":null,"abstract":"Politicas de educacion superior sobre acoso sexual en Chile Politicas de ensino superior sobre o assedio sexual no Chile This research tackles the problem of sexual harassment in Chilean high schools and universities, which proves the need for institutions to take prevention and victim care measures and to carry out actions for its complete eradication. The aim of this study is to discuss the gender ideologies embodied in regulations, protocols and regulations on sexual harassment prevention issued by four Chilean universities. The research method is a documentary analysis, whose objective is to capture, assess, select and encapsulate the underlying messages in the contents of documents by working out their meanings. The main results include the necessity to strengthen free, safe spaces for students and workers and to design strategies to prevent, safeguard and promote respectful and egalitarian relationships in the educational community, such as receiving complaints and conducting investigations. Para citar este articulo / To reference this article / Para citar este artigo Flores-Bernal, R. (2019). Politicas de educacion superior sobre acoso sexual en Chile. Educacion y Educadores, 22 (3), 343-358. DOI: https://doi.org/10.5294/edu.2019.22.3.1 Recibido: 27/03/2019 Aceptado: 07/10/2019","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"22 1","pages":"341-358"},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49663095","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}
Implicaciones didacticas del concepto biotecnologia Implicacoes didaticas do conceito biotecnologia This article addresses the nature, definitions, circumstances and meanings of the concept of biotechnology, and its implications for teaching. Approaching the emergence of this concept points to the manifold meanings and disciplines it encompasses, as well as to its complexity. Conclusions highlight the importance of researching into it within science didactics and the relevance of including philosophical, historical and epistemological aspects of biotechnology in the initial training of natural science teachers. Para citar este articulo / To reference this article / Para citar este artigo Roa, R. , Gonzalez-Galli, L. y Valbuena, E. (2019). Implicaciones didacticas del concepto biotecnologia . Educacion y Educadores 22 (3), 397-421. DOI: https://doi.org/10.5294/edu.2019.22.3.4 Recibido: 26/06/2018 Aceptado: 07/10/2019
这篇文章阐述了生物技术概念的性质、定义、环境和意义，以及它对教学的影响。接近这个概念的出现指出了它所包含的多种含义和学科，以及它的复杂性。结论强调了在科学教学中研究生物技术的重要性，以及在自然科学教师的初步培训中包括生物技术的哲学、历史和认识论方面的相关性。Para citar este articulo /引用本文/ Para citar este artigo Roa, R.， Gonzalez-Galli, L. y Valbuena, E.(2019)。概念教学对生物技术的启示。教育与教育者22(3)，397-421。DOI: https://doi.org/10.5294/edu.2019.22.3.4 Recibido: 26/06/2018 acceptado: 07/10/2019
{"title":"Implicaciones didácticas del concepto biotecnología","authors":"Robinson Roa Acosta, Leonardo González-Galli, Édgar Orlay Valbuena Ussa","doi":"10.5294/EDU.2019.22.3.4","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.3.4","url":null,"abstract":"Implicaciones didacticas del concepto biotecnologia Implicacoes didaticas do conceito biotecnologia This article addresses the nature, definitions, circumstances and meanings of the concept of biotechnology, and its implications for teaching. Approaching the emergence of this concept points to the manifold meanings and disciplines it encompasses, as well as to its complexity. Conclusions highlight the importance of researching into it within science didactics and the relevance of including philosophical, historical and epistemological aspects of biotechnology in the initial training of natural science teachers. Para citar este articulo / To reference this article / Para citar este artigo Roa, R. , Gonzalez-Galli, L. y Valbuena, E. (2019). Implicaciones didacticas del concepto biotecnologia . Educacion y Educadores 22 (3), 397-421. DOI: https://doi.org/10.5294/edu.2019.22.3.4 Recibido: 26/06/2018 Aceptado: 07/10/2019","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"22 1","pages":"395-421"},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47354930","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}
Diego Armando Bautista Díaz, Zaily del Pilar García Gutiérrez, Eurias Casas Casallas, Jhonny Gómez Amaya, Bladimir Alexander Gutiérrez Castro
Ludomatica en ambientes de aprendizaje: educacion rural en el posconflicto colombiano Ludomatica em ambientes de aprendizagem: educacao rural no pos-conflito colombiano This article proposes a pedagogical strategy for promoting media education, using games and technology mediation, in order to resignify the Colombian armed conflict and involve the educational community. The pedagogical process was conducted within the methodological framework of participatory action, at two public schools and their rural extensions in the Gualiva region in Nimaima, Cundinamarca (Colombia). The intervention lasted two years and began by characterizing the community’s physical resources and technological knowledge as a basis for formulating a pedagogical strategy for media literacy. A virtual learning environment (VLE) and a mobile application (APP) were also developed and validated. It was identified that the implementation of educational strategies mediated by information and communication technologies (ICT) reduces digital gaps, improves communication processes, and reshapes territorial dynamics. Para citar este articulo / To reference this article / Para citar este artigo Bautista, D. A. , Garcia, Z. P. , Casas, E. , Gomez, J. y Gutierrez, B. A. (2019). Ludomatica en ambientes de aprendizaje: educacion rural en el posconflicto colombiano. Educacion y Educadores, 22 (3), 359-376. DOI: https://doi.org/10.5294/edu.2019.22.3.2 Recibido: 02/04/2019 Aprobado: 12/11/2019
本文提出了一种促进媒体教育的教学策略，利用游戏和技术调解，以缓解哥伦比亚的武装冲突，并让教育界参与进来。教学过程是在参与行动的方法框架内进行的，在昆迪马拉卡(哥伦比亚)尼米马瓜利瓦地区的两所公立学校及其农村扩展区进行。这项干预持续了两年，开始时将社区的物质资源和技术知识作为制定媒介素养教学战略的基础。开发并验证了虚拟学习环境(VLE)和移动应用程序(APP)。研究发现，以信息和通信技术(ICT)为媒介的教育战略的实施减少了数字差距，改善了沟通过程，重塑了地域动态。Para citar este articulo /引用本文/ Para citar este artigo Bautista, D. A.， Garcia, Z. P.， Casas, E.， Gomez, J. y Gutierrez, b.a.(2019)。教育与教育环境:冲突后哥伦比亚的农村教育。教育与教育者，22(3)，359-376。DOI: https://doi.org/10.5294/edu.2019.22.3.2 Recibido: 02/04/2019 approbado: 12/11/2019
{"title":"Ludomática en ambientes de aprendizaje: educación rural en el posconflicto colombiano","authors":"Diego Armando Bautista Díaz, Zaily del Pilar García Gutiérrez, Eurias Casas Casallas, Jhonny Gómez Amaya, Bladimir Alexander Gutiérrez Castro","doi":"10.5294/EDU.2019.22.3.2","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.3.2","url":null,"abstract":"Ludomatica en ambientes de aprendizaje: educacion rural en el posconflicto colombiano Ludomatica em ambientes de aprendizagem: educacao rural no pos-conflito colombiano This article proposes a pedagogical strategy for promoting media education, using games and technology mediation, in order to resignify the Colombian armed conflict and involve the educational community. The pedagogical process was conducted within the methodological framework of participatory action, at two public schools and their rural extensions in the Gualiva region in Nimaima, Cundinamarca (Colombia). The intervention lasted two years and began by characterizing the community’s physical resources and technological knowledge as a basis for formulating a pedagogical strategy for media literacy. A virtual learning environment (VLE) and a mobile application (APP) were also developed and validated. It was identified that the implementation of educational strategies mediated by information and communication technologies (ICT) reduces digital gaps, improves communication processes, and reshapes territorial dynamics. Para citar este articulo / To reference this article / Para citar este artigo Bautista, D. A. , Garcia, Z. P. , Casas, E. , Gomez, J. y Gutierrez, B. A. (2019). Ludomatica en ambientes de aprendizaje: educacion rural en el posconflicto colombiano. Educacion y Educadores, 22 (3), 359-376. DOI: https://doi.org/10.5294/edu.2019.22.3.2 Recibido: 02/04/2019 Aprobado: 12/11/2019","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"22 1","pages":"359-376"},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44156919","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}
R. Uribe-Hincapié, Juan Eliseo Montoya-Marín, Juan Fernando García-Castro
Oralidad: fundamento de la didactica y la evaluacion del lenguaje Oralidade: fundamento da didatica e da avaliacao da linguagem Orality is the first symbolic form of interacting with the world, not only because of the anthropological arrangement of human relations (among them and with other life forms), but also because it may be the only prosthesis established as a rational and reasonable device that provides a multiple structure for both hominization and humanization. This particular condition of articulated human language —which can be said to be close to perfection given the minimal changes it has undergone since its emergence until today— acts then as the highest point and measure of what can be considered cultural, symbolic, representative, identifying and, of course, human. Paradoxically, in the school setting, orality is understood as a human expression that lacks representativeness, academic power and sociocultural identifying character. All this pushes it into the background, makes it dependent on writing and causes its educational and pedagogical abolition, preventing it from being studied and researched by teachers and students. In the framework of this problem, orality is proposed as a basis for pondering on language didactics and evaluation and as a foundation of the education and transformation of individuals and society. Para citar este articulo / To reference this article / Para citar este artigo Uribe-Hincapie, R. A. , Montoya-Marin, J. E. y Garcia-Castro, J. F. (2019). Oralidad: fundamento de la didactica y la evaluacion del lenguaje. Educacion y Educadores 22 (3), 471-486. DOI: https://doi.org/10.5294/edu.2019.22.3.7 Recibido: 10/05/2018 Aceptado: 01/10/2019
Oralidad：教学法和语言评估的基础Oralidad:教学法和语言学的基础Orality是与世界互动的第一种象征形式，这不仅是因为人类关系（人与人之间以及与其他生命形式）的人类学安排，但也因为它可能是唯一一种合理的假体，为人类化和人性化提供了多种结构。人类语言的这种特殊状态——从出现到今天，它经历了最小的变化，可以说是接近完美的——当时是文化、象征、代表、认同的最高点和衡量标准，当然还有人类。矛盾的是，在学校环境中，口语被理解为一种缺乏代表性、学术力量和社会文化认同特征的人类表达。所有这些都将其推向了背景，使其依赖于写作，并导致其在教育和教学上被废除，使其无法被教师和学生研究。在这个问题的框架下，口语被认为是思考语言教学和评价的基础，也是个人和社会教育和转型的基础。Para citar este articlo/引用本文/Para citr este artigo Uribe Hincapie，R.A.，Montoya Marin，J.E.y Garcia Castro，J.F.（2019）。Oralidad：教学和评估的基础。教育与教育22（3），471-486。DOI：https://doi.org/10.5294/edu.2019.22.3.7Recibido:2018年5月10日Aceptado:2019年10月1日
{"title":"Oralidad: fundamento de la didáctica y la evaluación del lenguaje","authors":"R. Uribe-Hincapié, Juan Eliseo Montoya-Marín, Juan Fernando García-Castro","doi":"10.5294/EDU.2019.22.3.7","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.3.7","url":null,"abstract":"Oralidad: fundamento de la didactica y la evaluacion del lenguaje Oralidade: fundamento da didatica e da avaliacao da linguagem Orality is the first symbolic form of interacting with the world, not only because of the anthropological arrangement of human relations (among them and with other life forms), but also because it may be the only prosthesis established as a rational and reasonable device that provides a multiple structure for both hominization and humanization. This particular condition of articulated human language —which can be said to be close to perfection given the minimal changes it has undergone since its emergence until today— acts then as the highest point and measure of what can be considered cultural, symbolic, representative, identifying and, of course, human. Paradoxically, in the school setting, orality is understood as a human expression that lacks representativeness, academic power and sociocultural identifying character. All this pushes it into the background, makes it dependent on writing and causes its educational and pedagogical abolition, preventing it from being studied and researched by teachers and students. In the framework of this problem, orality is proposed as a basis for pondering on language didactics and evaluation and as a foundation of the education and transformation of individuals and society. Para citar este articulo / To reference this article / Para citar este artigo Uribe-Hincapie, R. A. , Montoya-Marin, J. E. y Garcia-Castro, J. F. (2019). Oralidad: fundamento de la didactica y la evaluacion del lenguaje. Educacion y Educadores 22 (3), 471-486. DOI: https://doi.org/10.5294/edu.2019.22.3.7 Recibido: 10/05/2018 Aceptado: 01/10/2019","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"22 1","pages":"469-486"},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45063799","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}
José Wilmar Pino Montoya, Adriana María Gallego Henao, Juan Fernando López Correa
Dinamica interna familiar como espacio educativo para la construccion de ciudadania Dinâmica interna familiar como espaco educativo para construir cidadania This article aims at demonstrating the existing relationship between internal family dynamics and some elements that make up an appropriate environment to educate individuals in citizen skills: authority, limits, rules, and roles. The method used is the interpretive or historical-hermeneutical paradigm, with a qualitative approach. Strategy is documentary and bibliographic and content sheets are employed as privileged instruments to collect data. For the analysis, a category matrix was used. It is concluded that the studied elements of family dynamics constitute a determining environment to develop citizen skills that define civic behaviors. Para citar este articulo / To reference this article / Para citar este artigo Pino, J. , Gallego, A. y Lopez, J. (2019). Dinamica interna familiar como espacio educativo para la construccion de ciudadania. Educacion y Educadores, 22 (3), 377-394. DOI: https://doi.org/10.5294/edu.2019.22.3.3 Recibido: 31/07/2019 Aceptado: 06/11/2019 * This paper derives from the research macro-project “Internal Family Dynamics in Relation to Citizen Participation” financed by the Office of the Vice-President for Research, Universidad Catolica Luis Amigo.
这篇文章旨在展示家庭内部动态与一些元素之间的关系，这些元素构成了一个适当的环境，以教育个人的公民技能:权威、限制、规则和角色。使用的方法是解释性或历史解释性范式，采用定性方法。战略是采用文献、书目和内容表作为收集数据的特殊工具。为了进行分析，使用了类别矩阵。结论是，所研究的家庭动态要素构成了一个决定环境，以发展公民技能，定义公民行为。Para citar este articulo /引用本文/ Para citar este artigo Pino, J.， Gallego, A. y Lopez, J.(2019)。Dinamica国际熟悉como空间教育para建设的城市。教育与教育者，22(3)，377-394。DOI: https://doi.org/10.5294/edu.2019.22.3.3累西比多:31/07/2019接受:06/11/2019 *本文源自研究宏观项目“内部家庭动态与公民参与”由路易斯·阿米戈天主教大学研究副校长办公室资助。
{"title":"Dinámica interna familiar como espacio educativo para la construcción de ciudadanía","authors":"José Wilmar Pino Montoya, Adriana María Gallego Henao, Juan Fernando López Correa","doi":"10.5294/EDU.2019.22.3.3","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.3.3","url":null,"abstract":"Dinamica interna familiar como espacio educativo para la construccion de ciudadania Dinâmica interna familiar como espaco educativo para construir cidadania This article aims at demonstrating the existing relationship between internal family dynamics and some elements that make up an appropriate environment to educate individuals in citizen skills: authority, limits, rules, and roles. The method used is the interpretive or historical-hermeneutical paradigm, with a qualitative approach. Strategy is documentary and bibliographic and content sheets are employed as privileged instruments to collect data. For the analysis, a category matrix was used. It is concluded that the studied elements of family dynamics constitute a determining environment to develop citizen skills that define civic behaviors. Para citar este articulo / To reference this article / Para citar este artigo Pino, J. , Gallego, A. y Lopez, J. (2019). Dinamica interna familiar como espacio educativo para la construccion de ciudadania. Educacion y Educadores, 22 (3), 377-394. DOI: https://doi.org/10.5294/edu.2019.22.3.3 Recibido: 31/07/2019 Aceptado: 06/11/2019 * This paper derives from the research macro-project “Internal Family Dynamics in Relation to Citizen Participation” financed by the Office of the Vice-President for Research, Universidad Catolica Luis Amigo.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"22 1","pages":"377-394"},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44266034","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}
Lectoescritura como sistema neurocognitivo Lectoescrita como sistema neurocognitivo Literacy in general, phonological awareness, the foundations of language neuroanatomy and dyslexia are analyzed. Accordingly, it can be suggested that a wider circuit is configured around the internal speech circuit: the internal literacy circuit. This internal literacy circuit allows us to understand that phonological awareness involves a series of interconnections among four systems: orthographic and phonological production; phonological and orthographic recognition (with special emphasis on the last two systems, in the case of reading alone); the characterization of the literacy system and phonological awareness in neurocognitive terms. This indicates that teachers should continue working with rhymes, riddles and songs because they contribute decisively to stimulating and developing phonological awareness, which is in turn fundamental to learning to read. Para citar este articulo / To reference this article / Para citar este artigo Gil, J. M. (2019). Lectoescritura como sistema neurocognitivo. Educacion y Educadores, 22 (3), 422-447. DOI: https://doi.org/10.5294/edu.2019.22.3.5 Recibido: 11/07/2018 Aceptado: 08/10/2019
本文分析了一般的读写能力、语音意识、语言神经解剖学的基础和阅读障碍。因此，可以建议在内部语音电路周围配置更宽的电路:内部读写电路。这种内在的识字回路使我们理解语音意识涉及四个系统之间的一系列相互联系:正字法和语音产生;语音和正字法识别(在阅读的情况下，特别强调后两个系统);从神经认知的角度描述读写系统和语音意识。这表明教师应该继续学习押韵、谜语和歌曲，因为它们对激发和发展语音意识有决定性的作用，而语音意识又是学习阅读的基础。Para citar este articleo /引用本文/ Para citar este artigo Gil, J. M.(2019)。神经认知系统。教育与教育者，22(3)，422-447。DOI: https://doi.org/10.5294/edu.2019.22.3.5 Recibido: 11/07/2018 acceptado: 08/10/2019
{"title":"Lectoescritura como sistema neurocognitivo","authors":"José María Gil","doi":"10.5294/EDU.2019.22.3.5","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.3.5","url":null,"abstract":"Lectoescritura como sistema neurocognitivo Lectoescrita como sistema neurocognitivo Literacy in general, phonological awareness, the foundations of language neuroanatomy and dyslexia are analyzed. Accordingly, it can be suggested that a wider circuit is configured around the internal speech circuit: the internal literacy circuit. This internal literacy circuit allows us to understand that phonological awareness involves a series of interconnections among four systems: orthographic and phonological production; phonological and orthographic recognition (with special emphasis on the last two systems, in the case of reading alone); the characterization of the literacy system and phonological awareness in neurocognitive terms. This indicates that teachers should continue working with rhymes, riddles and songs because they contribute decisively to stimulating and developing phonological awareness, which is in turn fundamental to learning to read. Para citar este articulo / To reference this article / Para citar este artigo Gil, J. M. (2019). Lectoescritura como sistema neurocognitivo. Educacion y Educadores, 22 (3), 422-447. DOI: https://doi.org/10.5294/edu.2019.22.3.5 Recibido: 11/07/2018 Aceptado: 08/10/2019","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"22 1","pages":"422-447"},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41475696","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}
Lineas teoricas fundamentales para una educacion emocional Linhas teoricas fundamentais para uma educacao emocional This article aims at drawing theoretical lines to support emotional education. The method used is a narrative review, characterized by a fairly thorough research into a topic, and is situated in the broad spectrum of the education-emotions relationship. Results, presented in a narrative manner, provide an understanding of the complex and multidimensional nature of emotional experiences based on the relationship among neurosciences, emotions, and educational processes. It is concluded that there is a need for an emotional education that moves from intelligence and socio-emotional skills to the development of emotional experiences, with a vision of education that extends throughout life and to life itself. Para citar este articulo / To reference this article / Para citar este artigo Barrios-Tao, H. y Pena, L. J. (2019). Lineas teoricas fundamentales para una educacion emocional. Educacion y Educadores, 22 (3), 487-509. DOI: https://doi.org/10.5294/edu.2019.22.3.8 Recibido: 13/11/2018 Aceptado: 21/10/2019 * This article is associated with the Research Project INV-HUM-2606: “Neurosciences, education and emotions. Phase 1: Narrative review”, funded by the Office of the Vice President for Research, Universidad Militar Nueva Granada, Bogota, Colombia.
Linhas teorias basicals para una education emocional Linhas Teorias basical para uma education ao emocional.本文旨在为情感教育提供理论支持。所使用的方法是叙述性综述，其特点是对一个主题进行相当彻底的研究，并且位于教育情感关系的广泛范围内。结果以叙事的方式呈现，基于神经科学、情绪和教育过程之间的关系，提供了对情绪体验的复杂和多维本质的理解。结论是，有必要进行情感教育，从智力和社会情感技能转向情感体验的发展，并将教育愿景延伸到整个生活和生活本身。Para citar este articlo/引用本文/Para citr este artigo Barrios Tao，H.y Pena，L.J.（2019）。种族主义是情感教育的基础。Educacion y Educadores，22（3），487-509。DOI：https://doi.org/10.5294/edu.2019.22.3.8Recibido:2018年11月13日Aceptado:2019年10月21日*本文与研究项目INV-HUM-2606有关：“神经科学、教育和情感。第1阶段：叙事综述”，由哥伦比亚波哥大新格拉纳达军事大学研究副校长办公室资助。
{"title":"Líneas teóricas fundamentales para una educación emocional","authors":"Hernando Barrios-Tao, Lina Johanna Peña Rodríguez","doi":"10.5294/EDU.2019.22.3.8","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.3.8","url":null,"abstract":"Lineas teoricas fundamentales para una educacion emocional Linhas teoricas fundamentais para uma educacao emocional This article aims at drawing theoretical lines to support emotional education. The method used is a narrative review, characterized by a fairly thorough research into a topic, and is situated in the broad spectrum of the education-emotions relationship. Results, presented in a narrative manner, provide an understanding of the complex and multidimensional nature of emotional experiences based on the relationship among neurosciences, emotions, and educational processes. It is concluded that there is a need for an emotional education that moves from intelligence and socio-emotional skills to the development of emotional experiences, with a vision of education that extends throughout life and to life itself. Para citar este articulo / To reference this article / Para citar este artigo Barrios-Tao, H. y Pena, L. J. (2019). Lineas teoricas fundamentales para una educacion emocional. Educacion y Educadores, 22 (3), 487-509. DOI: https://doi.org/10.5294/edu.2019.22.3.8 Recibido: 13/11/2018 Aceptado: 21/10/2019 * This article is associated with the Research Project INV-HUM-2606: “Neurosciences, education and emotions. Phase 1: Narrative review”, funded by the Office of the Vice President for Research, Universidad Militar Nueva Granada, Bogota, Colombia.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"22 1","pages":"487-510"},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41834403","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}
Desarrollo de competencias para la orientacion educativa en la formacion inicial de profesores Desenvolvimento de competencias para a orientacao educativa na formacao inicial de professores One of the disciplinary and practice areas that shape the educator’s work is educational guidance. This paper intends to describe the most relevant methodological conditions to develop educational guidance skills during initial teacher training. To this end, qualitative research with a descriptive scope was conducted with students and professors of the Education program at the Universidad Autonoma de Yucatan, Mexico. The method used is of a hermeneutical phenomenological type. Results show the significance of practice projects and social service as central concepts in the development of educational guidance skills. Para citar este articulo / To reference this article / Para citar este artigo Sunza-Chan, S. P. (2019). Desarrollo de competencias para la orientacion educativa en la formacion inicial de profesores. Educacion y Educadores, 22 (3), 448-468. DOI: https://doi.org/10.5294/edu.2019.22.3.6 Recibido: 16/08/2019 Aceptado: 06/11/2019
教育指导是影响教育工作者工作的学科和实践领域之一。本文旨在描述在教师初始培训中培养教育指导技能的最相关的方法条件。为此目的，对墨西哥尤卡坦自治大学教育项目的学生和教授进行了描述性的定性研究。所使用的方法属于解释学现象学类型。结果表明，实践项目和社会服务是教育指导技能发展的核心理念。Para citar este articleo /引用本文/ Para citar este artigo Sunza-Chan, s.p.(2019)。培养学生的能力、培养学生的能力、培养学生的能力。教育与教育，22(3)，448-468。DOI: https://doi.org/10.5294/edu.2019.22.3.6 Recibido: 16/08/2019 acceptado: 06/11/2019
{"title":"Desarrollo de competencias para la orientación educativa en la formación inicial de profesores","authors":"Sandra Paola Sunza-Chan","doi":"10.5294/EDU.2019.22.3.6","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.3.6","url":null,"abstract":"Desarrollo de competencias para la orientacion educativa en la formacion inicial de profesores Desenvolvimento de competencias para a orientacao educativa na formacao inicial de professores One of the disciplinary and practice areas that shape the educator’s work is educational guidance. This paper intends to describe the most relevant methodological conditions to develop educational guidance skills during initial teacher training. To this end, qualitative research with a descriptive scope was conducted with students and professors of the Education program at the Universidad Autonoma de Yucatan, Mexico. The method used is of a hermeneutical phenomenological type. Results show the significance of practice projects and social service as central concepts in the development of educational guidance skills. Para citar este articulo / To reference this article / Para citar este artigo Sunza-Chan, S. P. (2019). Desarrollo de competencias para la orientacion educativa en la formacion inicial de profesores. Educacion y Educadores, 22 (3), 448-468. DOI: https://doi.org/10.5294/edu.2019.22.3.6 Recibido: 16/08/2019 Aceptado: 06/11/2019","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"22 1","pages":"448-468"},"PeriodicalIF":0.0,"publicationDate":"2019-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71155393","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}
The article presents a desk study about the theoretical elements that epistemologically support a research project into peace education. It addresses three central themes: analysis of the theory of peace and conflict, understanding of social imaginaries in the context of peace, and conceptual comprehension of peace education through information and communication technologies (ICT). In brief, it is stated that understanding social imaginaries of peace is fundamental to bringing forward pedagogical proposals appropriate to the students’ needs. These proposals should be built on a systematic theory of peace that incorporates elements of structural, imperfect and neutral peace.
{"title":"Peace Education: Theoretical Approach from Peace Imaginaries","authors":"A. Álvarez-Maestre, C. Pérez-Fuentes","doi":"10.5294/EDU.2019.22.2.6","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.2.6","url":null,"abstract":"The article presents a desk study about the theoretical elements that epistemologically support a research project into peace education. It addresses three central themes: analysis of the theory of peace and conflict, understanding of social imaginaries in the context of peace, and conceptual comprehension of peace education through information and communication technologies (ICT). In brief, it is stated that understanding social imaginaries of peace is fundamental to bringing forward pedagogical proposals appropriate to the students’ needs. These proposals should be built on a systematic theory of peace that incorporates elements of structural, imperfect and neutral peace.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":"22 1","pages":"277-296"},"PeriodicalIF":0.0,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71155298","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}
René Alonzo Valdés Morales, Verónica Alejandra López Leiva, Felipe Andrés Jiménez Vargas
El objetivo de este estudio es caracterizar la convivencia y la cultura escolar desde la perspectiva de la inclusión. El diseño del estudio es mixto: evaluación cuantitativa de las dimensiones convivencia escolar inclusiva y cultura inclusiva, en 129 escuelas chilenas (N = 2.868 estudiantes, 1.129 padres y 741 docentes y profesionales de la educación). Luego, seleccionamos dos casos extremos y realizamos una aproximación etnográfica. Los resultados indican que la escuela con baja convivencia escolar y baja cultura inclusiva mantenía relaciones interpersonales fragmentadas, con desorganización de roles y funciones y con un foco de interés prioritario puesto en la mejora de la convivencia. En contraste, la escuela con alta convivencia escolar y alta cultura inclusiva presentaba relaciones humanas cohesionadas, claridad de roles y funciones y su actual foco era de carácter pedagógico.
{"title":"Inclusión educativa en relación con la cultura y la convivencia escolar","authors":"René Alonzo Valdés Morales, Verónica Alejandra López Leiva, Felipe Andrés Jiménez Vargas","doi":"10.5294/EDU.2019.22.2.2","DOIUrl":"https://doi.org/10.5294/EDU.2019.22.2.2","url":null,"abstract":"El objetivo de este estudio es caracterizar la convivencia y la cultura escolar desde la perspectiva de la inclusión. El diseño del estudio es mixto: evaluación cuantitativa de las dimensiones convivencia escolar inclusiva y cultura inclusiva, en 129 escuelas chilenas (N = 2.868 estudiantes, 1.129 padres y 741 docentes y profesionales de la educación). Luego, seleccionamos dos casos extremos y realizamos una aproximación etnográfica. Los resultados indican que la escuela con baja convivencia escolar y baja cultura inclusiva mantenía relaciones interpersonales fragmentadas, con desorganización de roles y funciones y con un foco de interés prioritario puesto en la mejora de la convivencia. En contraste, la escuela con alta convivencia escolar y alta cultura inclusiva presentaba relaciones humanas cohesionadas, claridad de roles y funciones y su actual foco era de carácter pedagógico.","PeriodicalId":30345,"journal":{"name":"Educacion y Educadores","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43817827","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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