Pub Date : 2021-02-24DOI: 10.19053/22160159.V12.N29.2021.11934
Sara Dias-Trindade, J. Moreira, Rosa Maria Rigo
The use of cinema in an educational context adds opportunities in an upward spiral, bringing out senses and meanings for new and exciting learnings. This article aims to analyze whether the use of cinema in an educational context promotes emotional, physical and cognitive engagement. Methodologically, the study combines a qualitative investigation, supported by the assumptions of Bardin (2010). The results reveal that the students consider that the use of cinema can provide: 1) levels of emotional, physical and cognitive engagement facilitated and enhanced, 2) sharing of more optimized knowledge, 3) expansion of vocabulary and cultural background, 4) affinity with the challenge and research, 5) appreciation of the opinion of peers, 6) improvement in self-perception, motivation and interest in deepening themes focused on the discipline, 7) immediate and optimized feedback, culminating in teacher-student satisfaction.
{"title":"El cine como recurso pedagógico para promover el engagement en la educación superior","authors":"Sara Dias-Trindade, J. Moreira, Rosa Maria Rigo","doi":"10.19053/22160159.V12.N29.2021.11934","DOIUrl":"https://doi.org/10.19053/22160159.V12.N29.2021.11934","url":null,"abstract":"The use of cinema in an educational context adds opportunities in an upward spiral, bringing out senses and meanings for new and exciting learnings. This article aims to analyze whether the use of cinema in an educational context promotes emotional, physical and cognitive engagement. Methodologically, the study combines a qualitative investigation, supported by the assumptions of Bardin (2010). The results reveal that the students consider that the use of cinema can provide: 1) levels of emotional, physical and cognitive engagement facilitated and enhanced, 2) sharing of more optimized knowledge, 3) expansion of vocabulary and cultural background, 4) affinity with the challenge and research, 5) appreciation of the opinion of peers, 6) improvement in self-perception, motivation and interest in deepening themes focused on the discipline, 7) immediate and optimized feedback, culminating in teacher-student satisfaction.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48621122","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 : 2021-02-17DOI: 10.19053/22160159.V12.N29.2021.11550
Maria Francisca Petit, J. Solbes, N. Torres
This reflection article describes how science fiction cinema [SFC] could be used in science education from the perspective of socio-scientific issues [SSI] to contribute to the development of critical thinking [CT] skills, considering that SFC is based on science, from which it obtains knowledge, but also on issues that connect the scientific world to society, the economy, or morality. Therefore, we reflect on the CT and its relation to science. Next, we see that cinema legitimizes worldviews. However, since the SFC deals with issues such as genetic manipulation, artificial intelligence, or global warming, which incorporate controversial scientific, social, economic, political, and ethical aspects, it allows us to use them in a science, technology, and society approach to science education. Lastly, we analyze some of the SFC films in order to design, based on them, SSI in the classroom, an aspect that could impact on the way in which students perceive science.
{"title":"El cine de ciencia ficción para desarrollar cuestiones sociocientíficas y el pensamiento crítico","authors":"Maria Francisca Petit, J. Solbes, N. Torres","doi":"10.19053/22160159.V12.N29.2021.11550","DOIUrl":"https://doi.org/10.19053/22160159.V12.N29.2021.11550","url":null,"abstract":"This reflection article describes how science fiction cinema [SFC] could be used in science education from the perspective of socio-scientific issues [SSI] to contribute to the development of critical thinking [CT] skills, considering that SFC is based on science, from which it obtains knowledge, but also on issues that connect the scientific world to society, the economy, or morality. Therefore, we reflect on the CT and its relation to science. Next, we see that cinema legitimizes worldviews. However, since the SFC deals with issues such as genetic manipulation, artificial intelligence, or global warming, which incorporate controversial scientific, social, economic, political, and ethical aspects, it allows us to use them in a science, technology, and society approach to science education. Lastly, we analyze some of the SFC films in order to design, based on them, SSI in the classroom, an aspect that could impact on the way in which students perceive science.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42065927","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 : 2021-02-17DOI: 10.19053/22160159.V12.N30.2021.11437
Diana Peñuela
espanolSon evidentes los cambios en las dinamicas de integracion curricular en la escuela contemporanea, no solo porque se exijan modificaciones en los modos de produccion de conocimiento a nivel social (Gibbons et al., 1997), o porque se nos exija adentrarnos en cuestionamientos a la disciplinariedad, sino porque, ademas, son transformaciones que ya se estan movilizando como ejes de la politica educativa tanto a escala nacional como distrital, por lo menos desde hace una decada. Estas dinamicas definitivamente proponen, por lo menos, un cuestionamiento al tipo de conocimiento que se produce en nuestras escuelas. Es interesante que la politica educativa posibilite este tipo de acercamientos, al menos en teoria. En este contexto, el presente articulo pretende: (a) mostrar las discusiones ya existentes en torno a la configuracion contemporanea del conocimiento escolar desde los procesos de integracion; (b) analizar los debates alrededor de la entrada de la interdisciplinariedad en dichos procesos; (c) sugerir la posibilidad de pensar los modelos de integracion curricular como movilizadores de las formas de produccion de conocimiento en la escuela: y (d) realizar un analisis reflexivo de los modelos de integracion curricular a escala nacional y distrital. EnglishIt’s undeniable that changes are being made in the dynamics of curriculum integration in the contemporary school, not only because it is a requirement for changes in the modes of knowledge production at the social level (Gibbons and Others, 1997) or because they are part of the demands of going into questioning discipline, but because they are also transformations that are already being mobilized as neural axes of education policy both at the national and district level for at least a decade. These dynamics definitely involve a complexization of school knowledge, its production and / or appropriation in our schools, at least from a theoretical-conceptual discussion and it is interesting that the educational policy enables this type of approach. In this context of discussion, this article aims to: (a) mobilize discussions around the contemporary configuration of school knowledge from integration processes; (b) to position discussions around the entry of interdisciplinarity into such processes; c) bet on the possibility of thinking about the models of curriculum integration in both forms of completion of school knowledge and (d) conducting a preliminary analysis of the models of curricular integration at national and district level. francaisIl est indeniable que des changements sont apportes dans la dynamique de l’integration des programmes d’etudes dans l’ecole contemporaine, non seulement parce qu’il s’agit d’une exigence de changements dans les modes de production des connaissances au niveau social (Gibbons et autres, 1997) ou parce qu’ils font partie des exigences d’entrer dans la discipline de remise en question, mais parce qu’ils sont aussi des transformations qui sont deja mobilisees co
{"title":"Dinámicas de integración curricular escolar: interdisciplinariedad en la producción de conocimiento","authors":"Diana Peñuela","doi":"10.19053/22160159.V12.N30.2021.11437","DOIUrl":"https://doi.org/10.19053/22160159.V12.N30.2021.11437","url":null,"abstract":"espanolSon evidentes los cambios en las dinamicas de integracion curricular en la escuela contemporanea, no solo porque se exijan modificaciones en los modos de produccion de conocimiento a nivel social (Gibbons et al., 1997), o porque se nos exija adentrarnos en cuestionamientos a la disciplinariedad, sino porque, ademas, son transformaciones que ya se estan movilizando como ejes de la politica educativa tanto a escala nacional como distrital, por lo menos desde hace una decada. Estas dinamicas definitivamente proponen, por lo menos, un cuestionamiento al tipo de conocimiento que se produce en nuestras escuelas. Es interesante que la politica educativa posibilite este tipo de acercamientos, al menos en teoria. En este contexto, el presente articulo pretende: (a) mostrar las discusiones ya existentes en torno a la configuracion contemporanea del conocimiento escolar desde los procesos de integracion; (b) analizar los debates alrededor de la entrada de la interdisciplinariedad en dichos procesos; (c) sugerir la posibilidad de pensar los modelos de integracion curricular como movilizadores de las formas de produccion de conocimiento en la escuela: y (d) realizar un analisis reflexivo de los modelos de integracion curricular a escala nacional y distrital. EnglishIt’s undeniable that changes are being made in the dynamics of curriculum integration in the contemporary school, not only because it is a requirement for changes in the modes of knowledge production at the social level (Gibbons and Others, 1997) or because they are part of the demands of going into questioning discipline, but because they are also transformations that are already being mobilized as neural axes of education policy both at the national and district level for at least a decade. These dynamics definitely involve a complexization of school knowledge, its production and / or appropriation in our schools, at least from a theoretical-conceptual discussion and it is interesting that the educational policy enables this type of approach. In this context of discussion, this article aims to: (a) mobilize discussions around the contemporary configuration of school knowledge from integration processes; (b) to position discussions around the entry of interdisciplinarity into such processes; c) bet on the possibility of thinking about the models of curriculum integration in both forms of completion of school knowledge and (d) conducting a preliminary analysis of the models of curricular integration at national and district level. francaisIl est indeniable que des changements sont apportes dans la dynamique de l’integration des programmes d’etudes dans l’ecole contemporaine, non seulement parce qu’il s’agit d’une exigence de changements dans les modes de production des connaissances au niveau social (Gibbons et autres, 1997) ou parce qu’ils font partie des exigences d’entrer dans la discipline de remise en question, mais parce qu’ils sont aussi des transformations qui sont deja mobilisees co","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":"12 1","pages":"11437"},"PeriodicalIF":0.2,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46550806","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 : 2021-02-16DOI: 10.19053/22160159.V12.N29.2021.11267
M. Bennasar-García, José Atilio Guerrero, Newman Zambrano-Leal
El objetivo del estudio es analizar, desde la perspectiva epistemológica, la pedagogía y la formación universitaria en el contexto latinoamericano hoy. El itinerario metodológico utilizado fue la hermenéutica, que permitió la búsqueda de elementos y teorías sobre el tema, lo que sirvió para el posterior abordaje crítico. Se encontró que la formación docente universitaria es vista como una forma heurística, cuya función es enseñar los diferentes contenidos programáticos; y que no existe una visión epistemológica clara en los procesos de formación universitaria. Esto permitió entender que la pedagogía y la formación del docente universitario son ejercicios epistemológicos que enlazan el quehacer docente y la producción de conocimientos. Tratamos de dar sentido a las experiencias de aprendizajes en el aula desde una óptica fenomenológica, al caracterizar los acontecimientos cognoscitivos como la sucesión de la aprehensión de lasexperiencias didácticas, que son fuentes de saber en la evolución educativa. Esta última proviene de las experiencias escolares y singulares, que dan sentido a los eventos pedagógicos de un proceso educativo trascendente y necesario.
{"title":"Pedagogía y formación docente universitaria hoy en Latinoamérica, una visión epistemológica","authors":"M. Bennasar-García, José Atilio Guerrero, Newman Zambrano-Leal","doi":"10.19053/22160159.V12.N29.2021.11267","DOIUrl":"https://doi.org/10.19053/22160159.V12.N29.2021.11267","url":null,"abstract":"El objetivo del estudio es analizar, desde la perspectiva epistemológica, la pedagogía y la formación universitaria en el contexto latinoamericano hoy. El itinerario metodológico utilizado fue la hermenéutica, que permitió la búsqueda de elementos y teorías sobre el tema, lo que sirvió para el posterior abordaje crítico. Se encontró que la formación docente universitaria es vista como una forma heurística, cuya función es enseñar los diferentes contenidos programáticos; y que no existe una visión epistemológica clara en los procesos de formación universitaria. Esto permitió entender que la pedagogía y la formación del docente universitario son ejercicios epistemológicos que enlazan el quehacer docente y la producción de conocimientos. Tratamos de dar sentido a las experiencias de aprendizajes en el aula desde una óptica fenomenológica, al caracterizar los acontecimientos cognoscitivos como la sucesión de la aprehensión de lasexperiencias didácticas, que son fuentes de saber en la evolución educativa. Esta última proviene de las experiencias escolares y singulares, que dan sentido a los eventos pedagógicos de un proceso educativo trascendente y necesario.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43875623","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 : 2021-02-16DOI: 10.19053/22160159.V12.N29.2021.11932
Claudia Janneth Jaramillo Sánchez
El artículo presenta algunos planteamientos sobre el cine de ciencia ficción y la enseñanza de las ciencias, particularmente de la biología. Se problematizan de diferentes maneras las relaciones entre cine y enseñanza, así como entre lo vivo y la vida en el presente de cara hacia el futuro. Cuatro filmes de ciencia ficción se analizan desde una perspectiva filosófica. A partir de la experiencia de la autora, se ponen en diálogo los conceptos-imagen de las cintas, el impacto emocional y la inquietud, a través de una exploración visual que, más allá de complementar la palabra, busca provocar el pensamiento. Los filmes de ciencia ficción acerca del transhumanismo y de la extinción humana sugieren repensar, desde una mirada reflexiva, las relaciones que entablamos con nosotros mismos, con los otros y con el mundo que habitamos; en pocas palabras, nuestras maneras de proceder ante lo vivo y la vida, que no se agotan en los contenidos y competencias requeridas, sino que trascienden hacia la pretensión de traer a la escena de la enseñanza nuestro gesto ético como posibilidad de invención y elección.
{"title":"El cine de ciencia ficción como condición que posibilita repensar lo vivo y la vida","authors":"Claudia Janneth Jaramillo Sánchez","doi":"10.19053/22160159.V12.N29.2021.11932","DOIUrl":"https://doi.org/10.19053/22160159.V12.N29.2021.11932","url":null,"abstract":"El artículo presenta algunos planteamientos sobre el cine de ciencia ficción y la enseñanza de las ciencias, particularmente de la biología. Se problematizan de diferentes maneras las relaciones entre cine y enseñanza, así como entre lo vivo y la vida en el presente de cara hacia el futuro. Cuatro filmes de ciencia ficción se analizan desde una perspectiva filosófica. A partir de la experiencia de la autora, se ponen en diálogo los conceptos-imagen de las cintas, el impacto emocional y la inquietud, a través de una exploración visual que, más allá de complementar la palabra, busca provocar el pensamiento. Los filmes de ciencia ficción acerca del transhumanismo y de la extinción humana sugieren repensar, desde una mirada reflexiva, las relaciones que entablamos con nosotros mismos, con los otros y con el mundo que habitamos; en pocas palabras, nuestras maneras de proceder ante lo vivo y la vida, que no se agotan en los contenidos y competencias requeridas, sino que trascienden hacia la pretensión de traer a la escena de la enseñanza nuestro gesto ético como posibilidad de invención y elección.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43360293","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 : 2021-02-16DOI: 10.19053/22160159.V12.N29.2021.11957
Ana Cristina Santana Espitia, Jesús Armando Fajardo santamaría
The Skilled Intentionality Framework [SIF] is a perspective that allows the study of cognition in socio-cultural practices. It is an ecological approach that can be adapted to understand teaching-learning scenarios. A virtual ethnographic experience was carried out, in which texts written by two groups of psychology students academically involved with different study topics were explored, based on the visualization of a film work. For the qualitative analysis, the most frequent terms found in the students’ written productions were described. The proximity between these terms was examined through cluster analysis. An interpretation of the trends found is proposed, according to which the sensitivity of the participants is adjusted to the observation of the film work guided by the specific configuration of the demands of each educational practice. The ideas in this study are relevant for designing meaningful experiences of knowledge building in the classroom.
{"title":"El ajuste situado hacia una obra audiovisual: el afinamiento de la sensibilidad mediada culturalmente","authors":"Ana Cristina Santana Espitia, Jesús Armando Fajardo santamaría","doi":"10.19053/22160159.V12.N29.2021.11957","DOIUrl":"https://doi.org/10.19053/22160159.V12.N29.2021.11957","url":null,"abstract":"The Skilled Intentionality Framework [SIF] is a perspective that allows the study of cognition in socio-cultural practices. It is an ecological approach that can be adapted to understand teaching-learning scenarios. A virtual ethnographic experience was carried out, in which texts written by two groups of psychology students academically involved with different study topics were explored, based on the visualization of a film work. For the qualitative analysis, the most frequent terms found in the students’ written productions were described. The proximity between these terms was examined through cluster analysis. An interpretation of the trends found is proposed, according to which the sensitivity of the participants is adjusted to the observation of the film work guided by the specific configuration of the demands of each educational practice. The ideas in this study are relevant for designing meaningful experiences of knowledge building in the classroom.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44538643","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 : 2021-01-26DOI: 10.19053/22160159.V12.N30.2021.11218
Alfredo Rocha de la Torre
Este artículo busca señalar el vínculo entre la filosofía de Emmanuel Lévinas y la educación —παιδεία—. Al tomar distancia de intentos de aplicación axiológica y deontológica de la ética levinasiana en la educación, se sostiene que más allá de instrumentalizar las categorías fundamentales del pensador lituano, se trata de comprender el sentido de su filosofía y la forma como este puede enriquecer la praxis pedagógica. El trabajo se desarrolla en seis pasos: (1) caracterización de la filosofía levinasiana como descentramiento de la subjetividad y de la preeminencia ética; (2) descripción de dos ámbitos de la experiencia humana —gozo y Deseo—, que marcan (3) dos tipos diversos de educación: para la alimentación y para la responsabilidad hacia el Otro; (4) caracterización del mundo actual como mundo del trabajo, del cálculo, de la habilidad y de la relación de medios y fines, en el que (5) los ámbitos de aparición de un tercero —política, economía, justicia, educación— pretenden degradar la ética a un segundo plano; y (6) la necesidad de poner el rostro del Otro como centro del acto educativo.
{"title":"La perspectiva ética levinasiana: su sentido para la educación","authors":"Alfredo Rocha de la Torre","doi":"10.19053/22160159.V12.N30.2021.11218","DOIUrl":"https://doi.org/10.19053/22160159.V12.N30.2021.11218","url":null,"abstract":"Este artículo busca señalar el vínculo entre la filosofía de Emmanuel Lévinas y la educación —παιδεία—. Al tomar distancia de intentos de aplicación axiológica y deontológica de la ética levinasiana en la educación, se sostiene que más allá de instrumentalizar las categorías fundamentales del pensador lituano, se trata de comprender el sentido de su filosofía y la forma como este puede enriquecer la praxis pedagógica. El trabajo se desarrolla en seis pasos: (1) caracterización de la filosofía levinasiana como descentramiento de la subjetividad y de la preeminencia ética; (2) descripción de dos ámbitos de la experiencia humana —gozo y Deseo—, que marcan (3) dos tipos diversos de educación: para la alimentación y para la responsabilidad hacia el Otro; (4) caracterización del mundo actual como mundo del trabajo, del cálculo, de la habilidad y de la relación de medios y fines, en el que (5) los ámbitos de aparición de un tercero —política, economía, justicia, educación— pretenden degradar la ética a un segundo plano; y (6) la necesidad de poner el rostro del Otro como centro del acto educativo.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43273029","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 : 2021-01-26DOI: 10.19053/22160159.V12.N31.2021.11426
Inés Andrea Sanabria-Totaitive, Angie Viviana Arango-Martínez
Natural science teaching must involve the context in order to strengthen students’ skills. Thus, the various strategies and methodologies that teachers use to guide classes and to reflect on their practice lead them to improve their work and their students’ meaningful learning. This article presents a qualitative research, with the objective of designing and implementing the case study method in the teaching of natural sciences, aiming to provide an approach towards the integration of subjects in the multigrade rural school with the study of birds in the municipality of Toca, Boyacá—Colombia. Fourteen primary school participants were involved. The results show that the case study promotes the appropriation of skills towards the care of birds, the holistic teaching of science, and the formulation of questions that stimulate analysis and reflection. Hence, the case study provides tools to support multigrade rural schoolteachers in their teaching work.
{"title":"El método de estudio de casos en la enseñanza de las ciencias naturales","authors":"Inés Andrea Sanabria-Totaitive, Angie Viviana Arango-Martínez","doi":"10.19053/22160159.V12.N31.2021.11426","DOIUrl":"https://doi.org/10.19053/22160159.V12.N31.2021.11426","url":null,"abstract":"Natural science teaching must involve the context in order to strengthen students’ skills. Thus, the various strategies and methodologies that teachers use to guide classes and to reflect on their practice lead them to improve their work and their students’ meaningful learning. This article presents a qualitative research, with the objective of designing and implementing the case study method in the teaching of natural sciences, aiming to provide an approach towards the integration of subjects in the multigrade rural school with the study of birds in the municipality of Toca, Boyacá—Colombia. Fourteen primary school participants were involved. The results show that the case study promotes the appropriation of skills towards the care of birds, the holistic teaching of science, and the formulation of questions that stimulate analysis and reflection. Hence, the case study provides tools to support multigrade rural schoolteachers in their teaching work.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48603507","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 : 2021-01-26DOI: 10.19053/22160159.V12.N28.2021.11468
M. T. Bravo
Curricular environmentalization has been promoted from the field of environmental education for environmental training—with criteria to ensure the sustainability—of future generations that will carry out the professional practices for which they have been trained. Higher education institutions are considered agents of social change, providing solutions to critical social problems and training future professionals. However, they play a paradoxical role because, to a large extent, they have contributed to the emergence of environmental problems and unsustainability. It has been proposed to critically assess the type of professional training that has been promoted by the universities, in order to corroborate their commitment to the care and maintain the ecosystem properties of nature. In this article, we provide a summary of the directions of curriculum environmentalization before the Covid-19 pandemic. Some views on the appearance of the coronavirus in the life of human beings are discussed. Because of that, the directions now being followed in the context of curriculum environmentalization feature new emphases on environmental problems for educational spaces.
{"title":"Ambientalización curricular. El Covid-19, nuevos énfasis para la educación","authors":"M. T. Bravo","doi":"10.19053/22160159.V12.N28.2021.11468","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.11468","url":null,"abstract":"Curricular environmentalization has been promoted from the field of environmental education for environmental training—with criteria to ensure the sustainability—of future generations that will carry out the professional practices for which they have been trained. Higher education institutions are considered agents of social change, providing solutions to critical social problems and training future professionals. However, they play a paradoxical role because, to a large extent, they have contributed to the emergence of environmental problems and unsustainability. It has been proposed to critically assess the type of professional training that has been promoted by the universities, in order to corroborate their commitment to the care and maintain the ecosystem properties of nature. In this article, we provide a summary of the directions of curriculum environmentalization before the Covid-19 pandemic. Some views on the appearance of the coronavirus in the life of human beings are discussed. Because of that, the directions now being followed in the context of curriculum environmentalization feature new emphases on environmental problems for educational spaces.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48828072","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 : 2021-01-24DOI: 10.19053/22160159.V12.N29.2021.11454
Cesar Donizetti Pereira Leite, Oscar Espinel
This “essay” addresses some perspectives, words and connections between cinema, philosophy, childhood, and education. To this end, a dialogue is established between two projects with very close perspectives and differing scenarios: one from Brazil, through the production of images by children; and the other, from Colombia, asking about the ways in which the connection between teaching and philosophy is assumed. This conversation explores the linkages, distances, and shifts from three axes of analysis: (1) childhood; (2) the relations between cinema and education; and (3) the possibilities of research and concerns about cinema, philosophy, and education. The set of interrogations and convergences allows to suggest some questions regarding research, philosophy, its teaching, and the work with children through the production of images.
{"title":"Cine, subjetivación y educación. Un “ensayo” a varias voces","authors":"Cesar Donizetti Pereira Leite, Oscar Espinel","doi":"10.19053/22160159.V12.N29.2021.11454","DOIUrl":"https://doi.org/10.19053/22160159.V12.N29.2021.11454","url":null,"abstract":"This “essay” addresses some perspectives, words and connections between cinema, philosophy, childhood, and education. To this end, a dialogue is established between two projects with very close perspectives and differing scenarios: one from Brazil, through the production of images by children; and the other, from Colombia, asking about the ways in which the connection between teaching and philosophy is assumed. This conversation explores the linkages, distances, and shifts from three axes of analysis: (1) childhood; (2) the relations between cinema and education; and (3) the possibilities of research and concerns about cinema, philosophy, and education. The set of interrogations and convergences allows to suggest some questions regarding research, philosophy, its teaching, and the work with children through the production of images.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47656001","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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