This investigation was conducted as a result of the lack of studies, specifically on children’s sex education and the role that parents play in it, despite the major advances in the knowledge on sexuality and its education. The main goal of this qualitative study was to understand parents’ perceptions regarding sexual education of their children ages 3 to 5. Three focus group sessions were conducted with parents from Cuenca pre-schools. Data was processed using thematic analysis. The study indicated that parents have a limited conception of sexuality, completely based on the biological aspect. In addition, it was clear that parents have traditional ideas, conceptions and beliefs, which are reflected when educating their children. This research shows parents’ lack of knowledge about sexuality and sex education and gives important data about the need for parents and the school to work jointly to provide children with adequate and appropriate sex education, as well as the need for parent training in order to establish a common language between home and school and to avoid a double discourse in children’s education and to ensure a proper implementation of sex education programs at this level.
{"title":"¿Educación sexual para mi hijo e hija de preescolar (3-5 años)?: Percepciones de padres y madres de familia","authors":"Ana Cevallos-Neira, Elena Jerves-Hermida","doi":"10.15359/REE.18-3.6","DOIUrl":"https://doi.org/10.15359/REE.18-3.6","url":null,"abstract":"This investigation was conducted as a result of the lack of studies, specifically on children’s sex education and the role that parents play in it, despite the major advances in the knowledge on sexuality and its education. The main goal of this qualitative study was to understand parents’ perceptions regarding sexual education of their children ages 3 to 5. Three focus group sessions were conducted with parents from Cuenca pre-schools. Data was processed using thematic analysis. The study indicated that parents have a limited conception of sexuality, completely based on the biological aspect. In addition, it was clear that parents have traditional ideas, conceptions and beliefs, which are reflected when educating their children. This research shows parents’ lack of knowledge about sexuality and sex education and gives important data about the need for parents and the school to work jointly to provide children with adequate and appropriate sex education, as well as the need for parent training in order to establish a common language between home and school and to avoid a double discourse in children’s education and to ensure a proper implementation of sex education programs at this level.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"18 1","pages":"91-110"},"PeriodicalIF":0.8,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938376","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}
Recibido 14 de marzo de 2014 • Corregido 30 de julio de 2014 • Aceptado 22 de agosto de 2014Esta disertacion se propone mostrar como las consecutivas crisis que enfrentan las sociedades regidas por la economia de mercado involucran todas las esferas de generacion y difusion del conocimiento y demandan de ellas serias redefiniciones, tanto en sus presupuestos epistemologicos como en sus acciones sustantivas. Mas exactamente, se analizan los procesos de ensenanza-aprendizaje de lenguas a la luz de la teoria del decrecimiento, como un planteamiento alternativo a las tendencias de instrumentalizar las lenguas a favor de la legitimacion de la voragine de produccion y consumo que amenaza el futuro global.
{"title":"La teoría del decrecimiento y el proceso de enseñanza-aprendizaje de lenguas","authors":"Luis Guillermo Barrantes-Montero","doi":"10.15359/REE.18-3.15","DOIUrl":"https://doi.org/10.15359/REE.18-3.15","url":null,"abstract":"Recibido 14 de marzo de 2014 • Corregido 30 de julio de 2014 • Aceptado 22 de agosto de 2014Esta disertacion se propone mostrar como las consecutivas crisis que enfrentan las sociedades regidas por la economia de mercado involucran todas las esferas de generacion y difusion del conocimiento y demandan de ellas serias redefiniciones, tanto en sus presupuestos epistemologicos como en sus acciones sustantivas. Mas exactamente, se analizan los procesos de ensenanza-aprendizaje de lenguas a la luz de la teoria del decrecimiento, como un planteamiento alternativo a las tendencias de instrumentalizar las lenguas a favor de la legitimacion de la voragine de produccion y consumo que amenaza el futuro global.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"18 1","pages":"251-261"},"PeriodicalIF":0.8,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938302","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}
Teresita Alicia Izura, L. Torres, F. B. Carrer, Sergio Edgardo Terrera, Adrián Edgardo Lucero
Recibido 06 de noviembre de 2012 • Corregido 06 de marzo de 2013 • Aceptado 13 de marzo de 2013 Este es un articulo cientifico derivado de un trabajo de investigacion llevado a cabo en la Facultad de Educacion Elemental y Especial de la Universidad Nacional de Cuyo, cita en Mendoza, Argentina, en la que se dictan ocho ciclos de licenciaturas que requieren, para su titulacion, la realizacion de una tesina. Si bien el objetivo del estudio en que se enmarca este escrito es indagar acerca de los trayectos de tesina, tanto desde el relato de los egresados como de los directores, en esta instancia, se pondra especial enfasis en aquellos hallazgos obtenidos, vinculados con el rol del director o tutor, los esquemas de responsabilidades que se le asignan y las verdaderas limitaciones de su tarea. De ello surgen una serie de interrogantes e implicaciones respecto al papel que a la institucion le cabe al respecto. A modo de ilustracion de la diversidad de emergentes que se registran en el ambito de la observabilidad, se desplegara parte de los resultados de una investigacion amparada en la estrategia metodologica cuantitativa, que pone al desnudo y en variables el entramado de dificultades que se presentan frente a la terminalidad de diversos ciclos de estudio. Se trabajo con un diseno descriptivo. Conformaron las unidades de observacion los estudiantes de las carreras pertenecientes a la institucion en cuestion. El trabajo con datos secundarios suministrados por la misma institucion y tecnicas estadisticas, permitio sistematizar la informacion obtenida para su analisis y posterior decantacion en resultados pertinentes. Los hallazgos permiten establecer algunas implicaciones vinculadas al rol de los tutores, al significado de la elaboracion de una tesina, a las brechas temporales y a los vacios institucionales en torno a estas problematicas. Todo esto invita a revisar el compromiso institucional, en cuanto a los docentes que se desempenan como tutores y a los estudiantes en la particular etapa de transito del proceso de elaboracion de la tesina.
{"title":"The Preparation of the Thesis as the Final Hill at Graduation: Their Difficulties and the Role of Mentoring La elaboración de la tesina como la última cuesta en la graduación: Sus dificultades y el rol de tutoría","authors":"Teresita Alicia Izura, L. Torres, F. B. Carrer, Sergio Edgardo Terrera, Adrián Edgardo Lucero","doi":"10.15359/REE.17-2.8","DOIUrl":"https://doi.org/10.15359/REE.17-2.8","url":null,"abstract":"Recibido 06 de noviembre de 2012 • Corregido 06 de marzo de 2013 • Aceptado 13 de marzo de 2013 Este es un articulo cientifico derivado de un trabajo de investigacion llevado a cabo en la Facultad de Educacion Elemental y Especial de la Universidad Nacional de Cuyo, cita en Mendoza, Argentina, en la que se dictan ocho ciclos de licenciaturas que requieren, para su titulacion, la realizacion de una tesina. Si bien el objetivo del estudio en que se enmarca este escrito es indagar acerca de los trayectos de tesina, tanto desde el relato de los egresados como de los directores, en esta instancia, se pondra especial enfasis en aquellos hallazgos obtenidos, vinculados con el rol del director o tutor, los esquemas de responsabilidades que se le asignan y las verdaderas limitaciones de su tarea. De ello surgen una serie de interrogantes e implicaciones respecto al papel que a la institucion le cabe al respecto. A modo de ilustracion de la diversidad de emergentes que se registran en el ambito de la observabilidad, se desplegara parte de los resultados de una investigacion amparada en la estrategia metodologica cuantitativa, que pone al desnudo y en variables el entramado de dificultades que se presentan frente a la terminalidad de diversos ciclos de estudio. Se trabajo con un diseno descriptivo. Conformaron las unidades de observacion los estudiantes de las carreras pertenecientes a la institucion en cuestion. El trabajo con datos secundarios suministrados por la misma institucion y tecnicas estadisticas, permitio sistematizar la informacion obtenida para su analisis y posterior decantacion en resultados pertinentes. Los hallazgos permiten establecer algunas implicaciones vinculadas al rol de los tutores, al significado de la elaboracion de una tesina, a las brechas temporales y a los vacios institucionales en torno a estas problematicas. Todo esto invita a revisar el compromiso institucional, en cuanto a los docentes que se desempenan como tutores y a los estudiantes en la particular etapa de transito del proceso de elaboracion de la tesina.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"17 1","pages":"123-144"},"PeriodicalIF":0.8,"publicationDate":"2013-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938257","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}
Bio-pedagogy is built on praxis, i.e. the interrelationship between reflection and innovative action where these two merge in the construction of senses to generate knowledge. Then, the following question arises: How is teaching understood? How can practice be renovated from the action-reflection-action in a recurring manner and in life itself? A way to search for those answers is the systematization of experiences -a modality of qualitative research. It promotes the transformation of a common practice, based on knowledge building by holistic approaches to the educational process complexity. The systematization of bio-pedagogical experiences involves self-organization, joy, uncertainty and passion; it respects freedom and autonomy, and generates relational spaces, which promote creative processes in learning.
{"title":"Aprendiencia en la docencia y construcción de conocimiento biopedagógico Learning Process in Teaching and Bio-pedagogical Knowledge Building","authors":"L. Emilia, Flores Davis","doi":"10.15359/REE.16-2.5","DOIUrl":"https://doi.org/10.15359/REE.16-2.5","url":null,"abstract":"Bio-pedagogy is built on praxis, i.e. the interrelationship between reflection and innovative action where these two merge in the construction of senses to generate knowledge. Then, the following question arises: How is teaching understood? How can practice be renovated from the action-reflection-action in a recurring manner and in life itself? A way to search for those answers is the systematization of experiences -a modality of qualitative research. It promotes the transformation of a common practice, based on knowledge building by holistic approaches to the educational process complexity. The systematization of bio-pedagogical experiences involves self-organization, joy, uncertainty and passion; it respects freedom and autonomy, and generates relational spaces, which promote creative processes in learning.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"16 1","pages":"85-93"},"PeriodicalIF":0.8,"publicationDate":"2012-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938250","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}
Recibido 23 de enero de 2012 • Aceptado 23 de febrero 2012 • Corregido 11 de abril de 2012 Este articulo informa sobre la diacronia (panorama historico) de la Andragogia y de su incursion como disciplina en el contexto de la educacion universitaria. Asimismo, a partir de los principios andragogicos, del proceso de pensamiento del adulto y de la experiencia laboral, se propone al acto andragogico como una opcion educativa por implementarse en la educacion superior costarricense, para desarrollar competencias cognitivas y metacognitivas en los estudiantes universitarios, en forma simultanea, con las distintas areas academicas, mediante la reproduccion de la mayeutica socratica, que se estructura en el ciclo de aprendizaje experiencial propuesto por Kolb.
{"title":"La Andragogía como disciplina propulsora de conocimiento en la educación superior","authors":"Paula Alonso-Chacón","doi":"10.15359/ree.16-1.2","DOIUrl":"https://doi.org/10.15359/ree.16-1.2","url":null,"abstract":"Recibido 23 de enero de 2012 • Aceptado 23 de febrero 2012 • Corregido 11 de abril de 2012 Este articulo informa sobre la diacronia (panorama historico) de la Andragogia y de su incursion como disciplina en el contexto de la educacion universitaria. Asimismo, a partir de los principios andragogicos, del proceso de pensamiento del adulto y de la experiencia laboral, se propone al acto andragogico como una opcion educativa por implementarse en la educacion superior costarricense, para desarrollar competencias cognitivas y metacognitivas en los estudiantes universitarios, en forma simultanea, con las distintas areas academicas, mediante la reproduccion de la mayeutica socratica, que se estructura en el ciclo de aprendizaje experiencial propuesto por Kolb.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"16 1","pages":"15-26"},"PeriodicalIF":0.8,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938241","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}
La ensenanza de las Matematicas se ha visto influenciada por la presencia de ciertos estereotipos que han determinado el comportamiento y afectado el rendimiento del estudiantado en dicha disciplina. Diversas investigaciones han senalado la relacion de inequidad que hombres y mujeres poseen respecto a las matematicas y la responsabilidad que el profesorado tiene en su construccion. Por tal motivo se plantea la necesidad de llevar a cabo acciones concretas que permitan la construccion de relaciones de equidad en dicha disciplina, basadas en los principios de respeto, solidaridad y ayuda mutua entre los generos
{"title":"Equidad de género en la enseñanza de las Matemáticas","authors":"R. Araya","doi":"10.15359/REE.16-1.6","DOIUrl":"https://doi.org/10.15359/REE.16-1.6","url":null,"abstract":"La ensenanza de las Matematicas se ha visto influenciada por la presencia de ciertos estereotipos que han determinado el comportamiento y afectado el rendimiento del estudiantado en dicha disciplina. Diversas investigaciones han senalado la relacion de inequidad que hombres y mujeres poseen respecto a las matematicas y la responsabilidad que el profesorado tiene en su construccion. Por tal motivo se plantea la necesidad de llevar a cabo acciones concretas que permitan la construccion de relaciones de equidad en dicha disciplina, basadas en los principios de respeto, solidaridad y ayuda mutua entre los generos","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"16 1","pages":"63-78"},"PeriodicalIF":0.8,"publicationDate":"2012-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938245","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}
In the last years, the educational Costa Rican system has experienced significant changes, due to the legal framework, so much in the national and international levels, since the promulgation of the Law 7600 Equality of Opportunities for the Persons with Disability in Costa Rica (Costa Rica, Asamblea Legislativa,1996) to the proposal of the Law 8661 Convention on the Human rights of the Persons with Disability (Costa Rica. Asamblea Legislativa, 2008). Due to the temporary space in which the UNA Quality Education Project emerged in 1998 and the context in which the Educational National System was immersed, particularly at the university level, the pedagogic offer reveals a transition between the rehabilitative model and the social model specifically, within each of these, the respective educational approach that includes procedures of integration and inclusive education. From this perspective, experiences and strategies implemented at the UNA Quality Education Project are presented in order to provide support and follow-up in their vocational training to a group of students who present educational needs at the National University. Thus, it is pretended to make effective their rights to access a high quality education according to their personal and social characteristics, promoting their social and work insertion. Challenges imposed by attention to diversity at the university context represent a defiance that is part of daily activities of the UNA Quality Education Project. These transformations are evident at the permanent redesign of strategies and the employment of technological equipment and specialized software. These changes allow students to access information and to communicate; the advising and training of academicians and the clerical staff, the establishment of collaborative support strategies between members of the university community, as well as the search of cooperation in the national and international area for the development of new initiatives.
{"title":"La atención a la diversidad: experiencia del Proyecto UNA Educación de Calidad, de la Universidad Nacional de Costa Rica Attention to Diversity: the Experience of UNA Quality Education Project, from the National University of Costa Rica","authors":"Angélica Fontana Hernández","doi":"10.15359/ree.14-2.2","DOIUrl":"https://doi.org/10.15359/ree.14-2.2","url":null,"abstract":"In the last years, the educational Costa Rican system has experienced significant changes, due to the legal framework, so much in the national and international levels, since the promulgation of the Law 7600 Equality of Opportunities for the Persons with Disability in Costa Rica (Costa Rica, Asamblea Legislativa,1996) to the proposal of the Law 8661 Convention on the Human rights of the Persons with Disability (Costa Rica. Asamblea Legislativa, 2008). Due to the temporary space in which the UNA Quality Education Project emerged in 1998 and the context in which the Educational National System was immersed, particularly at the university level, the pedagogic offer reveals a transition between the rehabilitative model and the social model specifically, within each of these, the respective educational approach that includes procedures of integration and inclusive education. From this perspective, experiences and strategies implemented at the UNA Quality Education Project are presented in order to provide support and follow-up in their vocational training to a group of students who present educational needs at the National University. Thus, it is pretended to make effective their rights to access a high quality education according to their personal and social characteristics, promoting their social and work insertion. Challenges imposed by attention to diversity at the university context represent a defiance that is part of daily activities of the UNA Quality Education Project. These transformations are evident at the permanent redesign of strategies and the employment of technological equipment and specialized software. These changes allow students to access information and to communicate; the advising and training of academicians and the clerical staff, the establishment of collaborative support strategies between members of the university community, as well as the search of cooperation in the national and international area for the development of new initiatives.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2010-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938671","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}
Resumen es: Este articulo describe una experiencia pedagogica de Educacion Ambiental desarrollada en un colegio rural de Costa Rica con estudiantes de IX ano, caract...
摘要:这篇文章描述了在哥斯达黎加的一所农村学校，九年级学生的环境教育教学经验，特点是…
{"title":"Una experiencia de educación ambiental con estudiantes de un colegio rural de Costa Rica","authors":"Pablo Sisfontes Guilarte","doi":"10.15359/REE.14-EXT.11","DOIUrl":"https://doi.org/10.15359/REE.14-EXT.11","url":null,"abstract":"Resumen es: Este articulo describe una experiencia pedagogica de Educacion Ambiental desarrollada en un colegio rural de Costa Rica con estudiantes de IX ano, caract...","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"14 1","pages":"167-176"},"PeriodicalIF":0.8,"publicationDate":"2010-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938236","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 national identity is a historical and geographical process; it is also dynamic and it is constantly transforming, in other words it is: a subject of change. It is constructed by individuals and different social groups who are born or live in a territory with a homogenizing ideological discourse and a reproducer of an imaginary national and, moreover, the cultural influence is expressed by the interrelationships among other countries, which have been accelerated by the phenomenon of globalization. This last aspect has a profound impact not only in the economic field, but also when sharing information, ideas, values and behaviors that are assimilated by people through behaviors, symbols and meanings that are related to the imitation of foreign cultural models. But there is one point in common in the context of this essay and it is to understand that we are in an evolutionary, dynamic and complex process that is part of the socialization processes that link the daily practices of individuals, through the diversity and cultural exchange.
{"title":"La identidad nacional en tiempos de globalización","authors":"Leonel Arias Sandoval","doi":"10.15359/REE.13-2.1","DOIUrl":"https://doi.org/10.15359/REE.13-2.1","url":null,"abstract":"The national identity is a historical and geographical process; it is also dynamic and it is constantly transforming, in other words it is: a subject of change. It is constructed by individuals and different social groups who are born or live in a territory with a homogenizing ideological discourse and a reproducer of an imaginary national and, moreover, the cultural influence is expressed by the interrelationships among other countries, which have been accelerated by the phenomenon of globalization. This last aspect has a profound impact not only in the economic field, but also when sharing information, ideas, values and behaviors that are assimilated by people through behaviors, symbols and meanings that are related to the imitation of foreign cultural models. But there is one point in common in the context of this essay and it is to understand that we are in an evolutionary, dynamic and complex process that is part of the socialization processes that link the daily practices of individuals, through the diversity and cultural exchange.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"13 1","pages":"7-16"},"PeriodicalIF":0.8,"publicationDate":"2009-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938352","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 must like intention reflect, from a critical perspective, on the use of the techno- logies of the information and the communications (TIC) in the rural education, under the assumption that these resources are not in themselves solutions to problems, but that can allow to obtain solutions to concrete problems, in the scope of the rural education. For it, an analysis becomes from different edges.
{"title":"Las Tecnologías de información y comunicación (TICs) como respuesta a necesidades educativas del medio rural","authors":"M. Salazar","doi":"10.15359/REE.12-EXT.11","DOIUrl":"https://doi.org/10.15359/REE.12-EXT.11","url":null,"abstract":"The article must like intention reflect, from a critical perspective, on the use of the techno- logies of the information and the communications (TIC) in the rural education, under the assumption that these resources are not in themselves solutions to problems, but that can allow to obtain solutions to concrete problems, in the scope of the rural education. For it, an analysis becomes from different edges.","PeriodicalId":37416,"journal":{"name":"Revista Electronica Educare","volume":"55 1","pages":"121-142"},"PeriodicalIF":0.8,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66938014","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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