Pub Date : 2020-12-18DOI: 10.22529/DP.2020.18(36)02
Arturo Torres Mendoza, Víctor Manuel Ponce Grima, A. V. Aguirre
The content of this article corresponds to a documentary investigation thatplaces the focus on the needs and possibilities of Mexican youth to have access toeducation and work within the framework of the actions carried out by the political andadministrative authorities of Mexico. The main objective of the analysis is to identifythe scope of the policies, programs, and actions of the 4T to meet the demands ofeducation, employment, and the recognition of the rights of Mexican youth. Themethodological approach is based on the collection of different materials included inthis paper, following the logic of a documentary review, in order to later carry out theanalysis and to obtain conclusions about the programs and actions to meet the needsof Mexican youth.Keywords: youth, right to education, labor law, social guarantee.
{"title":"Las juventudes mexicanas en el contexto de la Cuarta Transformación. Educación y trabajo","authors":"Arturo Torres Mendoza, Víctor Manuel Ponce Grima, A. V. Aguirre","doi":"10.22529/DP.2020.18(36)02","DOIUrl":"https://doi.org/10.22529/DP.2020.18(36)02","url":null,"abstract":"The content of this article corresponds to a documentary investigation thatplaces the focus on the needs and possibilities of Mexican youth to have access toeducation and work within the framework of the actions carried out by the political andadministrative authorities of Mexico. The main objective of the analysis is to identifythe scope of the policies, programs, and actions of the 4T to meet the demands ofeducation, employment, and the recognition of the rights of Mexican youth. Themethodological approach is based on the collection of different materials included inthis paper, following the logic of a documentary review, in order to later carry out theanalysis and to obtain conclusions about the programs and actions to meet the needsof Mexican youth.Keywords: youth, right to education, labor law, social guarantee.","PeriodicalId":31440,"journal":{"name":"Dialogos Pedagogicos","volume":"18 1","pages":"14-32"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46751836","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 : 2020-12-18DOI: 10.22529/DP.2020.18(36)05
Ma. Guadalupe Valdés Dávil, Luis Felipe Gómez López, Marta Partida
The objective of this study was to describe some of the conditions that intervenein the construction of a favorable environment for the teaching of boys and girls withliteracy difficulties. To achieve this, a qualitative study was carried out in a communitycenter in Guadalajara, Jalisco (Mexico). Data were collected through the observation ofthe classes between August 2019 and January 2020. A group of boys and girls -aged 7and 9- received educational support twice a week, as an after-school activity. From theanalysis, it is concluded that the display of the environment, the social organization ofthe classroom, the cooperation among peers, the positive feedback, and thecommunication of the meaning and purpose of the activities act as mediators in thelearning of literacy of boys and girls with said difficulties.Keywords: school environment, learning conditions, reading difficulty, teachingresources.
{"title":"Condiciones que favorecen la construcción de un ambiente propicio para el aprendizaje de la lectoescritura inicial en niños con dificultad en esta área","authors":"Ma. Guadalupe Valdés Dávil, Luis Felipe Gómez López, Marta Partida","doi":"10.22529/DP.2020.18(36)05","DOIUrl":"https://doi.org/10.22529/DP.2020.18(36)05","url":null,"abstract":"The objective of this study was to describe some of the conditions that intervenein the construction of a favorable environment for the teaching of boys and girls withliteracy difficulties. To achieve this, a qualitative study was carried out in a communitycenter in Guadalajara, Jalisco (Mexico). Data were collected through the observation ofthe classes between August 2019 and January 2020. A group of boys and girls -aged 7and 9- received educational support twice a week, as an after-school activity. From theanalysis, it is concluded that the display of the environment, the social organization ofthe classroom, the cooperation among peers, the positive feedback, and thecommunication of the meaning and purpose of the activities act as mediators in thelearning of literacy of boys and girls with said difficulties.Keywords: school environment, learning conditions, reading difficulty, teachingresources.","PeriodicalId":31440,"journal":{"name":"Dialogos Pedagogicos","volume":"18 1","pages":"54-78"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42444149","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 : 2020-12-18DOI: 10.22529/DP.2020.18(36)01
A. Manavella, R. B. Martín, Gabriel Suárez Fossaceca
The article aims to delve into the understanding of the learning-workrelationship within the structure of a panel, which is understood as a proposal ofprofessional training carried out in a context of non-formal learning. The paper recognizesthe contributions of various theories that allow conceptualizing training for work.The work in a professional training panel, as an instrument of local and regionaldevelopment, was analyzed. This activity was carried out during the teaching ofundergraduate-level classes, offered by a university in the province of Cordoba.The obtained results allow us to recognize that the analyzed panel constitutes a valuablecontribution when thinking about the proposals for professional training, since itpromotes instances of interaction and it constitutes a space for social co-constructionof knowledge, offering training linked to specific pedagogical and didactic aspects ofwork education. Keywords: informal education, non-formal education, professional training, bachelor'sdegree.
{"title":"La enseñanza y el aprendizaje del trabajo. Reflexiones acerca de la formación profesional como instrumento de desarrollo local y regional","authors":"A. Manavella, R. B. Martín, Gabriel Suárez Fossaceca","doi":"10.22529/DP.2020.18(36)01","DOIUrl":"https://doi.org/10.22529/DP.2020.18(36)01","url":null,"abstract":"The article aims to delve into the understanding of the learning-workrelationship within the structure of a panel, which is understood as a proposal ofprofessional training carried out in a context of non-formal learning. The paper recognizesthe contributions of various theories that allow conceptualizing training for work.The work in a professional training panel, as an instrument of local and regionaldevelopment, was analyzed. This activity was carried out during the teaching ofundergraduate-level classes, offered by a university in the province of Cordoba.The obtained results allow us to recognize that the analyzed panel constitutes a valuablecontribution when thinking about the proposals for professional training, since itpromotes instances of interaction and it constitutes a space for social co-constructionof knowledge, offering training linked to specific pedagogical and didactic aspects ofwork education. Keywords: informal education, non-formal education, professional training, bachelor'sdegree.","PeriodicalId":31440,"journal":{"name":"Dialogos Pedagogicos","volume":"18 1","pages":"1-13"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47742063","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 : 2020-12-18DOI: 10.22529/DP.2020.18(36)07
María Elisa Di Marco
The following work aims to be a theoretical-hermeneutical documentarystudy in which the conception of educational art is exposed in Francisco Ruiz Sanchez(1929-1982). In this sense, the objective constitutes both the recovery and analysisof the concept of educational art, as well as its classification and interpretation indifferent works. After an introduction presenting the Argentine author and his methodof study, educational art is delimited in general terms, as well as the typology ofeducational art according to Ruiz Sanchez, the ways of understanding its differentaspects and, finally, some conclusions drawn from the analysis. It is concluded that, ingeneral terms, the aspects of conceiving education as art in Francisco Ruiz Sanchezprovide precise and profound distinctions that allow us to argue about how this isconsidered in a novel and original way.Keywords: education, art, teacher-student relationship, concept analysis, author.
{"title":"La educación como arte en el pensamiento de Francisco Ruiz Sánchez","authors":"María Elisa Di Marco","doi":"10.22529/DP.2020.18(36)07","DOIUrl":"https://doi.org/10.22529/DP.2020.18(36)07","url":null,"abstract":"The following work aims to be a theoretical-hermeneutical documentarystudy in which the conception of educational art is exposed in Francisco Ruiz Sanchez(1929-1982). In this sense, the objective constitutes both the recovery and analysisof the concept of educational art, as well as its classification and interpretation indifferent works. After an introduction presenting the Argentine author and his methodof study, educational art is delimited in general terms, as well as the typology ofeducational art according to Ruiz Sanchez, the ways of understanding its differentaspects and, finally, some conclusions drawn from the analysis. It is concluded that, ingeneral terms, the aspects of conceiving education as art in Francisco Ruiz Sanchezprovide precise and profound distinctions that allow us to argue about how this isconsidered in a novel and original way.Keywords: education, art, teacher-student relationship, concept analysis, author.","PeriodicalId":31440,"journal":{"name":"Dialogos Pedagogicos","volume":"18 1","pages":"99-116"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46157942","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 : 2020-07-21DOI: 10.22529/dp.2020.18(35)02
J. Ramírez
?Son excluyentes los rasgos filosoficos de la posmodernidad y las exigencias propias de un discurso pedagogico? ?Puede edificarse una pedagogia posmoderna? El presente trabajo intenta esbozar respuestas a estos interrogantes. Se cree que el escenario cultural posmoderno no constituye, necesariamente, un nicho para el anuncio de la muerte de la pedagogia. Algunos debates posmodernos en torno a la educacion pueden contribuir a un replanteo de la disciplina desde una geografia portadora de nuevas significaciones. Desde el ambito de la filosofia posmoderna, se ensayan algunos recorridos que albergan la posibilidad de nuevas contribuciones a la pedagogia. La idea rortyana de una "educacion sentimental" es portadora de herramientas didacticas para nuevas contingencias en el quehacer educativo y la reflexion pedagogica. El tipo de "educacion sentimental" impulsado por el neopragmatista tiene su rasgo distintivo en una propuesta pedagogica de caracter ironista que no pretende ser asimilada por marco epistemologico alguno. Se trata de una propuesta educativa que, antes que fundarse en una naturaleza antropologica, se articula con una disposicion edificante de corte hermeneutico. Palabras clave: hermeneutica, democracia, sensibilidad, educacion.
{"title":"La contribución de Richard Rorty para una pedagogía democrática en contexto de posmodernidad","authors":"J. Ramírez","doi":"10.22529/dp.2020.18(35)02","DOIUrl":"https://doi.org/10.22529/dp.2020.18(35)02","url":null,"abstract":"?Son excluyentes los rasgos filosoficos de la posmodernidad y las exigencias propias de un discurso pedagogico? ?Puede edificarse una pedagogia posmoderna? El presente trabajo intenta esbozar respuestas a estos interrogantes. Se cree que el escenario cultural posmoderno no constituye, necesariamente, un nicho para el anuncio de la muerte de la pedagogia. Algunos debates posmodernos en torno a la educacion pueden contribuir a un replanteo de la disciplina desde una geografia portadora de nuevas significaciones. Desde el ambito de la filosofia posmoderna, se ensayan algunos recorridos que albergan la posibilidad de nuevas contribuciones a la pedagogia. La idea rortyana de una \"educacion sentimental\" es portadora de herramientas didacticas para nuevas contingencias en el quehacer educativo y la reflexion pedagogica. El tipo de \"educacion sentimental\" impulsado por el neopragmatista tiene su rasgo distintivo en una propuesta pedagogica de caracter ironista que no pretende ser asimilada por marco epistemologico alguno. Se trata de una propuesta educativa que, antes que fundarse en una naturaleza antropologica, se articula con una disposicion edificante de corte hermeneutico. Palabras clave: hermeneutica, democracia, sensibilidad, educacion.","PeriodicalId":31440,"journal":{"name":"Dialogos Pedagogicos","volume":"18 1","pages":"24-36"},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43594994","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 : 2020-07-21DOI: 10.22529/dp.2020.18(35)03
Raquel Susana Sandrone, Carolina del Valle Erramouspe, Stella Maris Adrover
espanolEn la complejidad de la realidad en que estamos insertos, la diversidad de sujetos que conviven en las escuelas amerita una reinterpretacion de las practicas de ensenanza encaminadas a la inclusion de todos y cada uno de esos estudiantes. En este ensayo, intentamos reflexionar sobre las practicas inclusivas desde las teorias complejas y sus principios. Concluimos que la clave esta en el respeto hacia la contradiccion que se genera entre pensar en la inclusion de todos y la selectividad de cada uno. EnglishIn the complexity of the reality in which we are inserted, the diversity of subjects coexisting in schools merits a reinterpretation of teaching practices aimed at the inclusion of each and every one of those students. In this essay, we try to think about inclusive practices from complex theories and their principles. We conclude that respect towards contradiction is key, which occurs when thinking about everybody's inclusion and each other's selectivity.
{"title":"Las prácticas inclusivas en los sistemas complejos","authors":"Raquel Susana Sandrone, Carolina del Valle Erramouspe, Stella Maris Adrover","doi":"10.22529/dp.2020.18(35)03","DOIUrl":"https://doi.org/10.22529/dp.2020.18(35)03","url":null,"abstract":"espanolEn la complejidad de la realidad en que estamos insertos, la diversidad de sujetos que conviven en las escuelas amerita una reinterpretacion de las practicas de ensenanza encaminadas a la inclusion de todos y cada uno de esos estudiantes. En este ensayo, intentamos reflexionar sobre las practicas inclusivas desde las teorias complejas y sus principios. Concluimos que la clave esta en el respeto hacia la contradiccion que se genera entre pensar en la inclusion de todos y la selectividad de cada uno. EnglishIn the complexity of the reality in which we are inserted, the diversity of subjects coexisting in schools merits a reinterpretation of teaching practices aimed at the inclusion of each and every one of those students. In this essay, we try to think about inclusive practices from complex theories and their principles. We conclude that respect towards contradiction is key, which occurs when thinking about everybody's inclusion and each other's selectivity.","PeriodicalId":31440,"journal":{"name":"Dialogos Pedagogicos","volume":"18 1","pages":"37-46"},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48808465","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 : 2020-07-21DOI: 10.22529/dp.2020.18(35)05
J. Marozzi
La propuesta de la Educación Sexual Integral (ESI) promueve la revisión de prácticas de enseñanza tradicionales en el espacio curricular de Educación Física (EF), lo cual genera dificultades en el colectivo docente, que debe revisar sus propuestas a la luz de nuevos paradigmas educativos. Este artículo pone en evidencia modos de abordaje de la ESI y hace visibles supuestos subyacentes en el discurso del profesorado que obstaculizan implementar estrategias pedagógico-didácticas acordes con el enfoque de la ESI. Se exponen así las concepciones sobre el sentido de la EF en la escuela secundaria, la educación sexual, el género, entre otras. Concluimos que la dificultad en la incorporación de la perspectiva propuesta por la ESI se sustenta en una serie de ideas y supuestos construidos según lógicas cientificistas, biologistas y deportivas de esta disciplina escolar, que requieren ser revisadas para apropiarse de nuevas perspectivas y prácticas.Palabras clave: educación física, educación sexual, coeducación, práctica pedagógica.
{"title":"\"Antes era más fácil\". La incomodidad de enseñar Educación Física en tiempos de Educación Sexual Integral","authors":"J. Marozzi","doi":"10.22529/dp.2020.18(35)05","DOIUrl":"https://doi.org/10.22529/dp.2020.18(35)05","url":null,"abstract":"La propuesta de la Educación Sexual Integral (ESI) promueve la revisión de prácticas de enseñanza tradicionales en el espacio curricular de Educación Física (EF), lo cual genera dificultades en el colectivo docente, que debe revisar sus propuestas a la luz de nuevos paradigmas educativos. Este artículo pone en evidencia modos de abordaje de la ESI y hace visibles supuestos subyacentes en el discurso del profesorado que obstaculizan implementar estrategias pedagógico-didácticas acordes con el enfoque de la ESI. Se exponen así las concepciones sobre el sentido de la EF en la escuela secundaria, la educación sexual, el género, entre otras. Concluimos que la dificultad en la incorporación de la perspectiva propuesta por la ESI se sustenta en una serie de ideas y supuestos construidos según lógicas cientificistas, biologistas y deportivas de esta disciplina escolar, que requieren ser revisadas para apropiarse de nuevas perspectivas y prácticas.Palabras clave: educación física, educación sexual, coeducación, práctica pedagógica.","PeriodicalId":31440,"journal":{"name":"Dialogos Pedagogicos","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45963538","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 : 2020-07-21DOI: 10.22529/dp.2020.18(35)04
Cristina González-Lorente, Pilar Martínez-Clares
A traves de una revision bibliografica, se pretende reflexionar sobre la importancia de incorporar la orientacion a lo largo de la educacion superior e incitar a la construccion activa del proyecto profesional y de vida como herramienta que favorece la transicion a la vida activa. Se trata de una propuesta teorica que integra un modelo de empleabilidad que centra la atencion en la necesidad de fomentar la identidad personal y profesional de cada alumno mediante un proceso continuo de formacion y orientacion a lo largo de la carrera. Comprender e integrar la importancia de trabajar la empleabilidad de los universitarios desde que inician sus estudios bajo la propuesta de este modelo puede representar nuevas oportunidades para realizar propuestas de intervencion psicopedagogica, desde la orientacion profesional en equilibrio con el triangulo formacion-orientacion-empleo y desde los servicios y organismos destinados a ello. Palabras clave: transicion a la vida profesional, primer empleo, ensenanza superior, orientacion profesional.
{"title":"Hacia un modelo de empleabilidad en educación superior","authors":"Cristina González-Lorente, Pilar Martínez-Clares","doi":"10.22529/dp.2020.18(35)04","DOIUrl":"https://doi.org/10.22529/dp.2020.18(35)04","url":null,"abstract":"A traves de una revision bibliografica, se pretende reflexionar sobre la importancia de incorporar la orientacion a lo largo de la educacion superior e incitar a la construccion activa del proyecto profesional y de vida como herramienta que favorece la transicion a la vida activa. Se trata de una propuesta teorica que integra un modelo de empleabilidad que centra la atencion en la necesidad de fomentar la identidad personal y profesional de cada alumno mediante un proceso continuo de formacion y orientacion a lo largo de la carrera. Comprender e integrar la importancia de trabajar la empleabilidad de los universitarios desde que inician sus estudios bajo la propuesta de este modelo puede representar nuevas oportunidades para realizar propuestas de intervencion psicopedagogica, desde la orientacion profesional en equilibrio con el triangulo formacion-orientacion-empleo y desde los servicios y organismos destinados a ello. Palabras clave: transicion a la vida profesional, primer empleo, ensenanza superior, orientacion profesional.","PeriodicalId":31440,"journal":{"name":"Dialogos Pedagogicos","volume":"18 1","pages":"47-66"},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48245378","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 : 2020-07-21DOI: 10.22529/dp.2020.18(35)01
María Paula Juárez
espanolEl articulo tiene el proposito de realizar un recorrido en clave de lectura sociohistorica educativa en relacion a la evolucion de la Pedagogia Social situada en un contexto global y local. Se parte de considerar el impacto que los paradigmas epistemologicos subyacentes a su desarrollo han generado en ella en un devenir dinamico entendido como proceso de cambio continuo. El analisis se orienta a comprender las caracteristicas que presento dicho desarrollo considerando los paradigmas positivista y sociocritico como grandes corrientes de pensamiento que movilizaron las Ciencias Sociales a lo largo de la historia y -en particular- la influencia que han tenido en el campo pedagogico, donde se destaca la configuracion y el escenario de surgimiento de una pedagogia propiamente latinoamericana, entendida como un paradigma emergente de nuestra region. EnglishThe purpose of this article is to carry out a journey in a socio-historicaleducational key in relation to the evolution of Social Pedagogy within a global and local context. It starts by considering the impact that the epistemological paradigms underlying its development have generated in it in a dynamics understood as a process of continuous change. The analysis is oriented to understand the characteristics of this development considering the positivist and sociocritical paradigms as great schools of thought that mobilized the Social Sciences throughout history, and -in particular- the influence they have had in the pedagogical field, highlighting the configuration and the scenario of the emergence of a properly Latin American pedagogy, understood as an emerging paradigm of our region.
这篇文章的目的是在全球和地方的背景下，对社会教育学的演变进行社会历史教育阅读。本研究的目的是分析在不同的背景下，在不同的背景下，在不同的背景下，在不同的背景下，在不同的背景下，在不同的背景下，在不同的背景下，在不同的背景下，在不同的背景下，在不同的背景下，在不同的背景下。分析旨在了解caracteristicas介绍说考虑到发展模式实证和sociocritico作为伟大的思想动员流入沿线历史和社会科学——特别是——的影响一直在乡下pedagogico场景,突出配置和拉丁美洲一个pedagogia本身的出现,作为一个新兴的模式,我们的区域。本文的目的是在全球和地方背景下，对社会教育学的演变进行一段关键的社会历史教育之旅。它首先考虑作为其发展基础的认识论范式在被理解为持续变化过程的动态中所产生的影响。The analysis is面向to去理解The特征这一发展虽然ngok The positivist and sociocritical社区as great学校of thought that mobilized社会科学的历史、和特别是-in -影响they have in The pedagogical field,突出configuration and The scenario of The emergence of a适当Latin American教育学,不言而喻,作为一种新兴范式of our区域。
{"title":"Acerca del devenir de los paradigmas epistemológicos en Pedagogía Social y su impacto en el surgimiento de un pensamiento pedagógico latinoamericano","authors":"María Paula Juárez","doi":"10.22529/dp.2020.18(35)01","DOIUrl":"https://doi.org/10.22529/dp.2020.18(35)01","url":null,"abstract":"espanolEl articulo tiene el proposito de realizar un recorrido en clave de lectura sociohistorica educativa en relacion a la evolucion de la Pedagogia Social situada en un contexto global y local. Se parte de considerar el impacto que los paradigmas epistemologicos subyacentes a su desarrollo han generado en ella en un devenir dinamico entendido como proceso de cambio continuo. El analisis se orienta a comprender las caracteristicas que presento dicho desarrollo considerando los paradigmas positivista y sociocritico como grandes corrientes de pensamiento que movilizaron las Ciencias Sociales a lo largo de la historia y -en particular- la influencia que han tenido en el campo pedagogico, donde se destaca la configuracion y el escenario de surgimiento de una pedagogia propiamente latinoamericana, entendida como un paradigma emergente de nuestra region. EnglishThe purpose of this article is to carry out a journey in a socio-historicaleducational key in relation to the evolution of Social Pedagogy within a global and local context. It starts by considering the impact that the epistemological paradigms underlying its development have generated in it in a dynamics understood as a process of continuous change. The analysis is oriented to understand the characteristics of this development considering the positivist and sociocritical paradigms as great schools of thought that mobilized the Social Sciences throughout history, and -in particular- the influence they have had in the pedagogical field, highlighting the configuration and the scenario of the emergence of a properly Latin American pedagogy, understood as an emerging paradigm of our region.","PeriodicalId":31440,"journal":{"name":"Dialogos Pedagogicos","volume":"18 1","pages":"1-23"},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47633688","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 : 2019-11-25DOI: 10.22529/dp.2019.17(34)09
Natalia Soledad Asselle
Para la educacion secundaria tecnico profesional, el diseno curricular oficialincluye asignaturas escolares propias de la especialidad tecnica y otras de areasdisciplinares de formacion comun. El objetivo de este articulo es abordar la cuestion delinteres por los diversos espacios curriculares que manifiestan los alumnos de unaescuela tecnica secundaria con orientacion en electronica. Para ello, se utiliza materialde campo de una investigacion etnografica desarrollada en el Instituto Provincial deEducacion Tecnica (IPET) 249 Nicolas Copernico (ciudad de Cordoba, Argentina) con un grupo de alumnos de 5.to ano de la especialidad electronica. Se conectan los datos etnograficos construidos en el campo con la propuesta teorica de John Dewey. Asi, se analiza una separacion entre lo artistico y lo tecnico, dentro de la escuela tecnica, a partir del interes de los estudiantes. Se sostiene que la ensenanza de artes y humanidades es esencial, en la escuela tecnica, para la constitucion de una experiencia educativa de caracter democratica. Palabras clave: formacion tecnica, antropologia de la educacion, investigacion educativa, interes.
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