Pub Date : 2020-04-16DOI: 10.30827/dreh.v0i17.11355
J. Bonatti
The discussion and possibility of including the sexual diversity theme in the educational formation emerges in the possibility of thinking about other forms of desires and intentionality’s related to the experience of sexuality, acquired as a cultural and social (trans)formation focused on the construction of references and methodologies specific to understanding of differences of affective-sexual relations in the educational formative space. The aim of this scientific essay is both the need to analyze how teaching and sexual diversity are articulated to construct and signify gender performances, and how this construction approaches or influences the educational practice in the school and university space. The reflections that I emphasize in this article point out that the school in its function of formation for citizenship, emancipation, rights and duties has not yet circumvented the backwardness of structural prejudice. For this reason, both basic and higher education do not fulfill to some extent the transformation of the reality of the subjects within it.
{"title":"Performatividade, assujeitamento e silenciamento do “eu gay”: reflexões entre docência e diversidade sexual","authors":"J. Bonatti","doi":"10.30827/dreh.v0i17.11355","DOIUrl":"https://doi.org/10.30827/dreh.v0i17.11355","url":null,"abstract":"The discussion and possibility of including the sexual diversity theme in the educational formation emerges in the possibility of thinking about other forms of desires and intentionality’s related to the experience of sexuality, acquired as a cultural and social (trans)formation focused on the construction of references and methodologies specific to understanding of differences of affective-sexual relations in the educational formative space. The aim of this scientific essay is both the need to analyze how teaching and sexual diversity are articulated to construct and signify gender performances, and how this construction approaches or influences the educational practice in the school and university space. The reflections that I emphasize in this article point out that the school in its function of formation for citizenship, emancipation, rights and duties has not yet circumvented the backwardness of structural prejudice. For this reason, both basic and higher education do not fulfill to some extent the transformation of the reality of the subjects within it.","PeriodicalId":338658,"journal":{"name":"DEDiCA Revista de Educação e Humanidades (dreh)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115271135","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 : 2020-02-29DOI: 10.30827/dreh.v0i17.11323
Amaya Epelde Larrañaga, Verónica Bravo Yebra
La música andalusí y árabe forman parte de la cultura de miles de personas que habitan en España, lo cual permite un enriquecimiento cultural de todos. En este artículo, presentamos una propuesta metodológica para la impartición de estos estilos musicales en la etapa de Bachillerato para estudiantes entre los 15 y los 17 años, con la que pretendemos ofrecer conocimientos específicos de música andalusí y árabe. A través de su aprendizaje y comprensión, esperamos que los adolescentes logren incrementar los niveles de interculturalidad entre ellos. El artículo incluye una sucesión de actividades además de los objetivos que se persiguen, la metodología que puede ser utilizada para su enseñanza y una propuesta de evaluación.
{"title":"Música andalusí y árabe: propuesta para su impartición en Bachillerato","authors":"Amaya Epelde Larrañaga, Verónica Bravo Yebra","doi":"10.30827/dreh.v0i17.11323","DOIUrl":"https://doi.org/10.30827/dreh.v0i17.11323","url":null,"abstract":"La música andalusí y árabe forman parte de la cultura de miles de personas que habitan en España, lo cual permite un enriquecimiento cultural de todos. En este artículo, presentamos una propuesta metodológica para la impartición de estos estilos musicales en la etapa de Bachillerato para estudiantes entre los 15 y los 17 años, con la que pretendemos ofrecer conocimientos específicos de música andalusí y árabe. A través de su aprendizaje y comprensión, esperamos que los adolescentes logren incrementar los niveles de interculturalidad entre ellos. El artículo incluye una sucesión de actividades además de los objetivos que se persiguen, la metodología que puede ser utilizada para su enseñanza y una propuesta de evaluación. ","PeriodicalId":338658,"journal":{"name":"DEDiCA Revista de Educação e Humanidades (dreh)","volume":"52 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115978439","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 : 2020-01-27DOI: 10.30827/dreh.v0i17.9400
Aline Bernardes Seiça
Starting from a broader research on the problematic of educational justice, based on philosophical and sociological theorizations of justice and the dimensions that characterize it, this article focuses on the principles of justice involved in the construction of democratic public school, specifically on the foundation of the ideal of participatory citizenship defined by educational legislation. At the same time, it seeks to understand if and to what extent the organizational and pedagogical processes in school give rise to experiences of democratic participation and objectivation of justice as recognition. It is questioned (1) what dimensions of justice emerge from legislative texts; (2) what space for participation is assured to the students at school. A multiple case study was developed using various data collection instruments. In this paper are privileged (1) data from documents’ analysis; (2) classroom observation data. The analysis has given rise to different principles and norms of justice that are dominant in each school, as well as different objectivations of legislation.
{"title":"Participação no espaço público da escola como dimensão de justiça educativa - Projeto duma escola democrática?","authors":"Aline Bernardes Seiça","doi":"10.30827/dreh.v0i17.9400","DOIUrl":"https://doi.org/10.30827/dreh.v0i17.9400","url":null,"abstract":"Starting from a broader research on the problematic of educational justice, based on philosophical and sociological theorizations of justice and the dimensions that characterize it, this article focuses on the principles of justice involved in the construction of democratic public school, specifically on the foundation of the ideal of participatory citizenship defined by educational legislation. At the same time, it seeks to understand if and to what extent the organizational and pedagogical processes in school give rise to experiences of democratic participation and objectivation of justice as recognition. It is questioned (1) what dimensions of justice emerge from legislative texts; (2) what space for participation is assured to the students at school. A multiple case study was developed using various data collection instruments. In this paper are privileged (1) data from documents’ analysis; (2) classroom observation data. The analysis has given rise to different principles and norms of justice that are dominant in each school, as well as different objectivations of legislation.","PeriodicalId":338658,"journal":{"name":"DEDiCA Revista de Educação e Humanidades (dreh)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123673388","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 : 2019-08-20DOI: 10.30827/dreh.v0i16.8462
C. Martínez
Romper la dinámica habitual del aula para mejorar el rendimiento de los estudiantes e incentivar su espíritu de aprendizaje y su creatividad nos lleva a aceptar retos para generar un aprendizaje significativo. En este artículo abordamos una experiencia multisensorial que se organizó junto al Conservatorio Profesional de Música de Teruel (España). Las artes visuales colaboraban como invitadas en el concierto homenaje al pianista y compositor Claude Debussy (en el centenario de su muerte) y para ello se diseñó una intervención mural. La asignatura de Color I, del área de pintura, trabajó el proyecto a partir del repertorio seleccionado, tomando como punto de partida la sinestesia, que nos servía de puente entre ambas formas de expresión y creación artística. De esta forma, música y pintura se conjugaban en una obra conjunta dentro de un proyecto colaborativo que se construía simultáneamente. En nuestra propuesta elegimos a Claude Monet, a sus pinturas de nenúfares, para recrear un estanque en cuatro paneles murales que serían pintados in situ por los estudiantes del primer curso. Al trabajar de forma conjunta se proyectó un trabajo colaborativo atendiendo a la percepción sensorial, a la destreza técnica, y como punto de unión entre ambas disciplinas, los colores y los sonidos que invitaban a sentir y percibir tonos, brillo y armonía en una actividad de innovación. La intervención mural y la transformación del espacio permitieron que las notas de color y el sonido danzasen dentro de una misma melodía, metáfora de un paisaje sensorial creado sobre el escenario.ABSTRACTBreaking the usual dynamics of the classroom to improve students´ performance and to encourage their learning spirit and creativity leads us to accept challenges to generate meaningful learning. In this article we approach a multisensory experience which was organized together with the Professional Conservatory of Music of Teruel (Spain). Visual Arts collaborate as guests in a concert-tribute to the pianist and composer Claude Debussy (on the centenary of his death) and, for this, a mural intervention was designed. The subject of Color I, from the Painting Area, developed a project from the selected repertoire, taking as a starting point synesthesia, which acted as a bridge between both forms of artistic expression and creation. In this way, music and painting were conjugated in a joint work within a collaborative project that was being constructed simultaneously. In our proposal, we chose Claude Monet and his water lily paintings, to recreate a pond in four mural panels that would be painted in situ by the first course’ students. Working together, we projected a collaborative work based in sensory perception, the technical skill, and as a point of union between both disciplines, the colors and sounds, which invited to feel and perceive tones, brightness and harmony in an activity of innovation. The mural intervention and the transformation of the space allowed the notes of color and so
打破常规的课堂动态，提高学生的表现，鼓励他们的学习精神和创造力，引导我们接受挑战，产生有意义的学习。在这篇文章中，我们讨论了与特鲁埃尔音乐学院(西班牙)一起组织的多感官体验。视觉艺术作为嘉宾参与了向钢琴家和作曲家克劳德·德彪西致敬的音乐会(在他去世100周年之际)，并为此设计了一幅壁画干预。在绘画领域，Color I的主题从选定的曲目开始，以联觉为起点，作为两种表达形式和艺术创作之间的桥梁。通过这种方式，音乐和绘画在一个同时建立的合作项目中结合在一起。在我们的方案中，我们选择了克劳德·莫奈(Claude Monet)的睡莲画，在四幅墙板上重建一个池塘，由一年级的学生当场绘制。通过共同工作，一个合作的工作被投射到感官感知，技术技能，并作为两个学科之间的连接点，颜色和声音邀请感觉和感知音调，亮度和和谐的创新活动。壁画的介入和空间的转变让色彩和声音的音符在同一个旋律中跳舞，隐喻了在舞台上创造的感官景观。打破课堂上通常的动态，提高学生的表现，鼓励他们的学习精神和创造力，使我们接受挑战，产生有意义的学习。在这篇文章中，我们探讨了与特鲁埃尔(西班牙)专业音乐学院共同组织的多感官体验。视觉艺术collaborate as尊贵客人in a concert-tribute to the pianist and Claude Debussy composer (on the centenary其死刑)和墙,for this was原理设计的。《色彩的主题》(The subject of Color I, from The Painting Area)是一个从选择的剧目中发展出来的项目，作为一个开始点联感，作为艺术表达和创作两种形式之间的一座桥。In this way, music and画是conjugated In a joint work within a project that was being同样的协作性。= =传记= = = = =早年生活和教育= = =莫奈出生在巴黎，父亲是法国人，母亲是法国人。通过共同努力，我们设计了一项基于感官感知、技术技能和作为两个学科、色彩和声音之间的连接点的协作工作，邀请我们在一项创新活动中感受和感知音调、亮度和和谐。《墙》and The transformation of The space允许The notes of color and sound跳舞within The same旋律,negritude of a感官状况created on The阶段。
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Pub Date : 2019-08-20DOI: 10.30827/dreh.v0i16.9864
M. Villodre
Recensión de Pina Caballero, Cristina Isabel. Las enseñanzas artísticas en Murcia (1832-1919).24 de Diciembre, 2018 DOI: 10-13140/RG.2.2.15204.83841 ABSTRACTRecension of Pina Caballero, Cristina Isabel, Las enseñanzas artísticas....
克里斯蒂娜·伊莎贝尔，皮纳·卡瓦列罗。穆尔西亚的艺术教学(1832-1919)。2018年12月24日DOI: 10-13140/RG.2.2.15204.83841 ABSTRACTRecension of Pina Caballero, Cristina Isabel, the art教导…
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Pub Date : 2019-08-20DOI: 10.30827/DREH.V0I16.8366
F. Pérez
La prueba de Análisis Musical es uno de los primeros exámenes que se realizan para acceder a los Conservatorios Superiores de Música en España. El alumnado suele tener problemas para superarlo debido a la extensión del temario exigido, que abarca desde el Gregoriano hasta el Romanticismo, teniendo que dominarse una gran amplitud de formas musicales (Suite, Fuga, Sonata, etc.). Las exigencias de la prueba se ven reflejadas en los resultados finales del alumnado, obteniéndose un elevado porcentaje de suspensos o bajas calificaciones, tal como confirman los datos obtenidos en los diferentes centros investigados. Ante esta situación, se consideró importante iniciar al alumnado en la preparación de esta prueba específica desde el inicio de las Enseñanzas Profesionales, tomando como referencia las propias obras del instrumento (en este caso, Clarinete), lo que al mismo tiempo repercutiría en una más correcta interpretación. Los datos obtenidos previamente a la investigación muestran que la saturación de horas lectivas y de estudio interpretativo suponen un hándicap para el alumnado a la hora de preparar esta prueba específica; en cuanto a los datos obtenidos del profesorado de diferentes conservatorios de Murcia y Alicante (Vega Baja), muestran la necesidad de preparar dicha prueba desde las Enseñanzas Profesionales, insistiéndose en tomar como referencia las obras de Clarinete. Atendiendo a esto, se propuso una metodología específica para trabajar el Análisis Musical en el aula de Clarinete, especialmente en el último ciclo de Enseñanzas Profesionales, aunque igualmente válida para los ciclos anteriores. Los resultados obtenidos con el alumnado participante mostraron que muchos de ellos obtuvieron mejores calificaciones en este examen que formaba parte de las pruebas de acceso de distintos Conservatorios Superiores de Música.ABSTRACTThe Musical Analysis test is one of the first exams to be taken to access the Superior Conservatories of Music in Spain. The students usually have problems to overcome it due to the extension of the required curriculum, which ranges from the Gregorian to Romanticism, having to master a wide range of musical forms (Suite, Fuga, Sonata, etc.). The demands of the test are reflected in the final results of the students, obtaining a high percentage of failures or low grades, as confirmed by the data obtained in the different centers which were analyzed. Faced with this situation, it was considered important to initiate the students in the preparation of this specific test from the beginning of the Professional Teachings, taking as reference the own works of the instrument (in this case, Clarinet), which at the same time would have repercussions in one more correct interpretation. The data obtained previously to the investigation show that the saturation of teaching hours and of interpretative study suppose a handicap for the students at the time of preparing this specific test; As for the data obtained from the teachers of diff
音乐分析测试是进入西班牙高等音乐学院的首批考试之一。学生通常很难克服它，因为所需的课程范围很广，从格里高利到浪漫主义，必须掌握广泛的音乐形式(组曲、赋格曲、奏鸣曲等)。测试的要求反映在学生的最终成绩中，导致高分或低分数，这可以从不同研究中心获得的数据中得到证实。在这种情况下，从职业教育开始，让学生准备这个特定的测试被认为是很重要的，参考乐器本身的作品(在这个例子中是单簧管)，这也会影响更正确的演奏。研究前获得的数据表明，饱和的教学时间和解释性研究对学生在准备这一特定测试时构成障碍;至于从穆尔西亚和阿利坎特(维加巴哈)不同音乐学院的教师那里获得的数据，他们表明有必要从专业教学中准备这样的测试，坚持以单簧管作品作为参考。在此基础上，提出了单簧管课堂音乐分析的具体方法，特别是在专业教学的最后一个周期，尽管同样适用于前一个周期。参与学生的结果显示，他们中的许多人在这次考试中取得了更好的成绩，这是不同高等音乐学院入学考试的一部分。音乐ABSTRACTThe Analysis test is one of the first to access the exams to be采取高级Conservatories of Music in Spain。学生们通常在克服它方面有问题，因为要求的课程范围从格里高利到浪漫主义，掌握了广泛的音乐形式(组曲、赋格曲、奏鸣曲等)。对考试的需求反映在学生的最终成绩中，成绩不及格或成绩不及格的比例很高，这一点得到了各中心分析的数据的证实。Faced with this就所审议的情况,it was important to initiate the students in the编制特定this test from the beginning of the Professional Teachings,采取如自己参考works of the文书(in this case, Clarinet), which at the same time将repercussions in one more correct interpretation。先前的调查数据表明，教学时间和解释性研究的饱和意味着学生在准备这一特定测试时处于不利地位;关于从穆尔西亚和阿利坎特(维加巴哈)不同音乐学院的教师那里获得的数据，他们表示有必要从专业教学中准备这个测试，坚持将单簧管的作品作为参考。为此，有人提出了一种具体的方法，在单簧管课堂上进行音乐分析，特别是在职业教育的最后一个周期中，但同样适用于前一个周期。结果获得与participating students显示,许多人获得更好项目in this was part of The entrance exam that exams不同高级Conservatories of Music。
{"title":"El Análisis Musical en la pruebas de acceso a Enseñanzas Superiores de Clarinete TITLE: Musical Analysis in the test of access to Higher Education Studies of Clarinet","authors":"F. Pérez","doi":"10.30827/DREH.V0I16.8366","DOIUrl":"https://doi.org/10.30827/DREH.V0I16.8366","url":null,"abstract":"La prueba de Análisis Musical es uno de los primeros exámenes que se realizan para acceder a los Conservatorios Superiores de Música en España. El alumnado suele tener problemas para superarlo debido a la extensión del temario exigido, que abarca desde el Gregoriano hasta el Romanticismo, teniendo que dominarse una gran amplitud de formas musicales (Suite, Fuga, Sonata, etc.). Las exigencias de la prueba se ven reflejadas en los resultados finales del alumnado, obteniéndose un elevado porcentaje de suspensos o bajas calificaciones, tal como confirman los datos obtenidos en los diferentes centros investigados. Ante esta situación, se consideró importante iniciar al alumnado en la preparación de esta prueba específica desde el inicio de las Enseñanzas Profesionales, tomando como referencia las propias obras del instrumento (en este caso, Clarinete), lo que al mismo tiempo repercutiría en una más correcta interpretación. Los datos obtenidos previamente a la investigación muestran que la saturación de horas lectivas y de estudio interpretativo suponen un hándicap para el alumnado a la hora de preparar esta prueba específica; en cuanto a los datos obtenidos del profesorado de diferentes conservatorios de Murcia y Alicante (Vega Baja), muestran la necesidad de preparar dicha prueba desde las Enseñanzas Profesionales, insistiéndose en tomar como referencia las obras de Clarinete. Atendiendo a esto, se propuso una metodología específica para trabajar el Análisis Musical en el aula de Clarinete, especialmente en el último ciclo de Enseñanzas Profesionales, aunque igualmente válida para los ciclos anteriores. Los resultados obtenidos con el alumnado participante mostraron que muchos de ellos obtuvieron mejores calificaciones en este examen que formaba parte de las pruebas de acceso de distintos Conservatorios Superiores de Música.ABSTRACTThe Musical Analysis test is one of the first exams to be taken to access the Superior Conservatories of Music in Spain. The students usually have problems to overcome it due to the extension of the required curriculum, which ranges from the Gregorian to Romanticism, having to master a wide range of musical forms (Suite, Fuga, Sonata, etc.). The demands of the test are reflected in the final results of the students, obtaining a high percentage of failures or low grades, as confirmed by the data obtained in the different centers which were analyzed. Faced with this situation, it was considered important to initiate the students in the preparation of this specific test from the beginning of the Professional Teachings, taking as reference the own works of the instrument (in this case, Clarinet), which at the same time would have repercussions in one more correct interpretation. The data obtained previously to the investigation show that the saturation of teaching hours and of interpretative study suppose a handicap for the students at the time of preparing this specific test; As for the data obtained from the teachers of diff","PeriodicalId":338658,"journal":{"name":"DEDiCA Revista de Educação e Humanidades (dreh)","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130236503","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 : 2019-08-20DOI: 10.30827/DREH.V0I16.9479
Edmundo Balsemão Pires
Recensao de Liebana Ortiz, Juan Ramon, Los sistemas tradicionales de justicia informal en el siglo XXI. Justicia Restaurativa, Estado de Derecho y Derechos Humanos Pamplona: Civitas / Thomson Reuters (ISBN: 978-84-9197-785-8; DL NA 2389-2018). 217 paginas, incluindo a lista da “bibliografia citada”. Prologo de Ma Soledad Vieitez Cerdeno ABSTRACT Recension of Liebana Ortiz, Juan Ramon, Los sistemas tradicionales de justicia informal en el siglo XXI.........
{"title":"Recensão de Liébana Ortiz, Juan Ramón, Los sistemas tradicionales de justicia informal en el siglo XXI. Justicia Restaurativa, Estado de Derecho y Derechos Humanos TITLE: Recension of Liébana Ortiz, Juan Ramón, Los sistemas tradicionales de justicia...","authors":"Edmundo Balsemão Pires","doi":"10.30827/DREH.V0I16.9479","DOIUrl":"https://doi.org/10.30827/DREH.V0I16.9479","url":null,"abstract":"Recensao de Liebana Ortiz, Juan Ramon, Los sistemas tradicionales de justicia informal en el siglo XXI. Justicia Restaurativa, Estado de Derecho y Derechos Humanos Pamplona: Civitas / Thomson Reuters (ISBN: 978-84-9197-785-8; DL NA 2389-2018). 217 paginas, incluindo a lista da “bibliografia citada”. Prologo de Ma Soledad Vieitez Cerdeno ABSTRACT Recension of Liebana Ortiz, Juan Ramon, Los sistemas tradicionales de justicia informal en el siglo XXI.........","PeriodicalId":338658,"journal":{"name":"DEDiCA Revista de Educação e Humanidades (dreh)","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127115857","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 : 2019-08-20DOI: 10.30827/dreh.v0i16.9816
Antonio José Moreno Guerrero
Doctor en el Departamento de Didáctica, Organización Escolar y Didácticas Especiales, dentro del Programa de Modelos Didácticos, Interculturalidad y Aplicación de las Nuevas Tecnologías en las Instituciones Educativas, por la Universidad Nacional de Educación a Distancia. Licenciado en Psicopedagogía. Diplomado en Educación Especial y en Audición y Lenguaje por la Universidad de Granada. Máster en Informática Educativa por la Universidad Nacional de Educación a Distancia. Experto Universitario en la Dimensión Político-Administrativa de la Inspección Educativa. Integrante del Grupo de Investigación – HUM-672 AREA (Análisis de la Realidad EducativA). Profesor Asociado del Departamento de Didáctica y Organización Escolar, con docencia en la Facultad de Educación, Economía y Tecnología de Ceuta, de la Universidad de Granada. Autor de diversas publicaciones científicas, ponencias en distintos congresos de ámbito internacional, ponente en cursos de formación del profesorado y de extensión universitaria.ABSTRACTThe journal DEDiCA is a scientific journal that publishes articles related to education, the humanities and the arts, starting in 2011 until today. The aim of the research is to analyze the entire scientific production of the journal itself. To this end, a bibliometric study has been developed, focusing on structural and thematic development, applying a longitudinal co-word analysis through the use of SciMAT software, bearing in mind the number of citations. Three periods have been established for the analysis: 2011-2013, 2014-2016 and 2017-2019. The sample consisted of 246 research articles. The results show that there is no thematic continuity between the analyzed periods, in addition to a low rate of coincidence in relation to keywords between the analyzed periods. The most cited themes by period are interculturality (between 2011 and 2013), education (between 2014 and 2016), and musical education (between 2017 and 2019), while the driving themes vary between those periods, with popular culture and music in the first period, educational innovation in the second period and musical didactics and musical education in the third period. It is concluded that DEDiCA has tended, in the analyzed global period, to focus on musical education and musical didactics, establishing its focus of interest in these fields of study, although it also considers studies related to education in general and educational innovation.
国家远程教育大学教学、学校组织和特殊教学系博士，教学模式、跨文化和新技术在教育机构中的应用方案。心理教育专业毕业。格拉纳达大学特殊教育、听力和语言文凭。国立远程教育大学教育信息学硕士。大学专家区划检验教育层面。研究小组成员- HUM-672区域(教育现实分析)。格拉纳达大学休达教育、经济和技术学院教学和学校组织系副教授。国会科学各种出版物的作者不同,在会上,主讲人在国际范围推广教师培训课程和大学。该杂志是一份科学期刊，发表与教育、人文和艺术相关的文章，从2011年至今。The aim of The research is to analyze The entire production of The journal科学本身。To this end,文献计量研究一直发达关注纵向结构上不可和主题发展,applying co-word analysis through the use of SciMAT software,考虑到in mind the number of机动车辆。已经确定了三个时间段进行分析:2011-2013年、2014-2016年和2017-2019年。The sample consisted of 246 research articles。The results show that there is没有主题continuity between The analyzed periods, in addition to a low rate of coincidence关于keywords between The analyzed periods。The most cited组件by period are interculturality 2011年与2013年)、教育(2014年和2016年),与音乐教育(between 2017年和2019年),The driving组件亿至这些periods之间,with popular culture and music in The first, educational innovation in The second period音乐和音乐didactics and education in The third period。It is concluded that你tended陷落,in the analyzed global, to focus on didactics音乐音乐教育和建立its focus of interest in这些fields of study,尽管它还认为studies related to education in general和教育创新。
{"title":"Evolución temática de la producción científica de la revista DEDiCA TITLE: Thematic evolution of the scientific production of the journal DEDiCA","authors":"Antonio José Moreno Guerrero","doi":"10.30827/dreh.v0i16.9816","DOIUrl":"https://doi.org/10.30827/dreh.v0i16.9816","url":null,"abstract":"Doctor en el Departamento de Didáctica, Organización Escolar y Didácticas Especiales, dentro del Programa de Modelos Didácticos, Interculturalidad y Aplicación de las Nuevas Tecnologías en las Instituciones Educativas, por la Universidad Nacional de Educación a Distancia. Licenciado en Psicopedagogía. Diplomado en Educación Especial y en Audición y Lenguaje por la Universidad de Granada. Máster en Informática Educativa por la Universidad Nacional de Educación a Distancia. Experto Universitario en la Dimensión Político-Administrativa de la Inspección Educativa. Integrante del Grupo de Investigación – HUM-672 AREA (Análisis de la Realidad EducativA). Profesor Asociado del Departamento de Didáctica y Organización Escolar, con docencia en la Facultad de Educación, Economía y Tecnología de Ceuta, de la Universidad de Granada. Autor de diversas publicaciones científicas, ponencias en distintos congresos de ámbito internacional, ponente en cursos de formación del profesorado y de extensión universitaria.ABSTRACTThe journal DEDiCA is a scientific journal that publishes articles related to education, the humanities and the arts, starting in 2011 until today. The aim of the research is to analyze the entire scientific production of the journal itself. To this end, a bibliometric study has been developed, focusing on structural and thematic development, applying a longitudinal co-word analysis through the use of SciMAT software, bearing in mind the number of citations. Three periods have been established for the analysis: 2011-2013, 2014-2016 and 2017-2019. The sample consisted of 246 research articles. The results show that there is no thematic continuity between the analyzed periods, in addition to a low rate of coincidence in relation to keywords between the analyzed periods. The most cited themes by period are interculturality (between 2011 and 2013), education (between 2014 and 2016), and musical education (between 2017 and 2019), while the driving themes vary between those periods, with popular culture and music in the first period, educational innovation in the second period and musical didactics and musical education in the third period. It is concluded that DEDiCA has tended, in the analyzed global period, to focus on musical education and musical didactics, establishing its focus of interest in these fields of study, although it also considers studies related to education in general and educational innovation.","PeriodicalId":338658,"journal":{"name":"DEDiCA Revista de Educação e Humanidades (dreh)","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122438272","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 : 2019-08-20DOI: 10.30827/dreh.v0i16.8780
Anna Rita Addessi, J. Pscheidt, R. C. P. Araújo
In this article the concept of “musical style” is introduced as a tool to study the relationship between children and art, and the paradigm of “reflexive interaction” as a “device” to enhance the child’s musical style. The concept of musical style will be introduced as a representation of the child’s identity, a way of expressing her/his self with sounds and music, and to be in communication with others. We will introduce the paradigm of “reflexive interaction”, a particular tool that proved able to support and reinforce the individual musical style of each child, in both child-machine and child-adult interaction. Some scenarios of reflexive interaction both in everyday life and music lessons will be introduced and discussed.
{"title":"Arts and childhood: children's musical styles in a \"reflexive\" environment TÍTULO: Artes e infância: estilos musicais de crianças num ambiente “reflexivo”","authors":"Anna Rita Addessi, J. Pscheidt, R. C. P. Araújo","doi":"10.30827/dreh.v0i16.8780","DOIUrl":"https://doi.org/10.30827/dreh.v0i16.8780","url":null,"abstract":"In this article the concept of “musical style” is introduced as a tool to study the relationship between children and art, and the paradigm of “reflexive interaction” as a “device” to enhance the child’s musical style. The concept of musical style will be introduced as a representation of the child’s identity, a way of expressing her/his self with sounds and music, and to be in communication with others. We will introduce the paradigm of “reflexive interaction”, a particular tool that proved able to support and reinforce the individual musical style of each child, in both child-machine and child-adult interaction. Some scenarios of reflexive interaction both in everyday life and music lessons will be introduced and discussed.","PeriodicalId":338658,"journal":{"name":"DEDiCA Revista de Educação e Humanidades (dreh)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128616783","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 : 2019-08-20DOI: 10.30827/dreh.v0i16.9113
C. G. Ruiz, Arasy González Milea
El artículo muestra los resultados iniciales de una intervención en formación del profesorado que nos ha ayudado a diseñar un proyecto de investigación. Se elabora a partir de la narración biográfica fruto de la práctica docente de futuras maestras, lo que nos ha permitido entender la relevancia que otorgan a la necesidad de abordar la literacidad crítica, desde los primeros niveles de escolarización. El diseño de la propuesta de formación docente se realizó a partir de experiencias previas en las que el uso de la cultura popular y las nuevas tecnologías facilitan una enseñanza comprensiva para la construcción de identidades en contextos multiculturales. La experiencia nos ha servido para entender cómo podemos ayudar a futuras maestras a diferenciar entre hechos y opiniones, argumentar sobre la veracidad y la fiabilidad de fuentes, distinguir la ideología de los recursos de aula e identificar silencios. Junto a ellas conocimos qué cuestiones sociales relevantes pueden abordarse en el aula de educación infantil; cómo enseñar a interpretar información sobre cuestiones sociales relevantes, cómo abordar la literacidad crítica con alumnado de educación infantil.En definitiva, la experiencia nos ha acercado a conocer cómo ayudar a futuras maestras a repensar el conocimiento social y superar conflictos internos en la interpretación y tratamiento de cuestiones sociales relevantes desde la literacidad crítica.ABSTRACTThe article shows the initial results of an intervention in teacher training that has helped us to design an investigation. It is elaborated from a biographical narrative resulting from the teaching practice of future teachers that has allowed us to understand the relevance that they give to the need to address critical literacy from the first levels of schooling.The design of the teacher training proposal was based on previous experiences in which the use of popular culture and new technologies, facilitate a comprehensive teaching for the construction of identities in multicultural contexts.The experience has allowed us to understand how to help future teachers to differentiate between facts and opinions, argue about the veracity and reliability of sources, distinguish ideology from classroom resources and identify silences. Together with them, we knew what relevant social issues can be addressed in the classroom of early childhood education, how to teach how to interpret information about relevant social issues, how to approach critical literacy with children's education students.In short, the experience aims to know how to help future teachers to rethink social knowledge and overcome internal conflicts in the interpretation and treatment of relevant social issues from critical literacy.
{"title":"Literacidad crítica en la formación inicial: ¿cómo formar a docentes de Educación Infantil para educar a una ciudadanía crítica? TITLE: Critical literacy in teacher training: how to train early childhood teachers to educate a critical citizenship?","authors":"C. G. Ruiz, Arasy González Milea","doi":"10.30827/dreh.v0i16.9113","DOIUrl":"https://doi.org/10.30827/dreh.v0i16.9113","url":null,"abstract":"El artículo muestra los resultados iniciales de una intervención en formación del profesorado que nos ha ayudado a diseñar un proyecto de investigación. Se elabora a partir de la narración biográfica fruto de la práctica docente de futuras maestras, lo que nos ha permitido entender la relevancia que otorgan a la necesidad de abordar la literacidad crítica, desde los primeros niveles de escolarización. El diseño de la propuesta de formación docente se realizó a partir de experiencias previas en las que el uso de la cultura popular y las nuevas tecnologías facilitan una enseñanza comprensiva para la construcción de identidades en contextos multiculturales. La experiencia nos ha servido para entender cómo podemos ayudar a futuras maestras a diferenciar entre hechos y opiniones, argumentar sobre la veracidad y la fiabilidad de fuentes, distinguir la ideología de los recursos de aula e identificar silencios. Junto a ellas conocimos qué cuestiones sociales relevantes pueden abordarse en el aula de educación infantil; cómo enseñar a interpretar información sobre cuestiones sociales relevantes, cómo abordar la literacidad crítica con alumnado de educación infantil.En definitiva, la experiencia nos ha acercado a conocer cómo ayudar a futuras maestras a repensar el conocimiento social y superar conflictos internos en la interpretación y tratamiento de cuestiones sociales relevantes desde la literacidad crítica.ABSTRACTThe article shows the initial results of an intervention in teacher training that has helped us to design an investigation. It is elaborated from a biographical narrative resulting from the teaching practice of future teachers that has allowed us to understand the relevance that they give to the need to address critical literacy from the first levels of schooling.The design of the teacher training proposal was based on previous experiences in which the use of popular culture and new technologies, facilitate a comprehensive teaching for the construction of identities in multicultural contexts.The experience has allowed us to understand how to help future teachers to differentiate between facts and opinions, argue about the veracity and reliability of sources, distinguish ideology from classroom resources and identify silences. Together with them, we knew what relevant social issues can be addressed in the classroom of early childhood education, how to teach how to interpret information about relevant social issues, how to approach critical literacy with children's education students.In short, the experience aims to know how to help future teachers to rethink social knowledge and overcome internal conflicts in the interpretation and treatment of relevant social issues from critical literacy. ","PeriodicalId":338658,"journal":{"name":"DEDiCA Revista de Educação e Humanidades (dreh)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126927661","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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