In this work, the functioning of the School Medical Corps (CME, for its Spanish acronym) in Uruguay between 1907 and 1927 is analyzed and it is argued that one of the most influential areas of its actions is the construction of normality in the teaching corps of teachers and student teachers. Normalization is a Foucaultian concept that refers to the regulation of the bodies of individuals (disciplines) and populations (biopolitics) and will guide the analysis of the actions of the CME, particularly those developed with student teachers, contestants for teaching positions, and in the annual recognition of the health status of teachers. The actions carried out by the CME are based on arguments that come from hygienism, superimposed with arguments typical of eugenics. For this work, an analysis was made of regulations, sessions and internal reports of the School Medical Corps; articles in Annals of Primary Instruction; CME reports in Primary Instruction Reports and manuals on Anatomy, Physiology and Hygiene and Home Economics.
{"title":"Acciones y fundamentos del trabajo del Cuerpo Médico Escolar en el Uruguay (1907-1927). La construcción de la normalidad en los cuerpos en el magisterio","authors":"F. Sosa","doi":"10.22235/pe.v13i2.2141","DOIUrl":"https://doi.org/10.22235/pe.v13i2.2141","url":null,"abstract":"In this work, the functioning of the School Medical Corps (CME, for its Spanish acronym) in Uruguay between 1907 and 1927 is analyzed and it is argued that one of the most influential areas of its actions is the construction of normality in the teaching corps of teachers and student teachers. Normalization is a Foucaultian concept that refers to the regulation of the bodies of individuals (disciplines) and populations (biopolitics) and will guide the analysis of the actions of the CME, particularly those developed with student teachers, contestants for teaching positions, and in the annual recognition of the health status of teachers. The actions carried out by the CME are based on arguments that come from hygienism, superimposed with arguments typical of eugenics. For this work, an analysis was made of regulations, sessions and internal reports of the School Medical Corps; articles in Annals of Primary Instruction; CME reports in Primary Instruction Reports and manuals on Anatomy, Physiology and Hygiene and Home Economics.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49210173","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 theoretical didactic knowledge taught in teacher training institutes must be fully linked to the teaching activities developed in the pre-professional practice of their students. This research addresses the practical component of the Didactics II course of the Primary School Teaching Career, in a group of students from a teacher training institute, with the aim of analyzing the distribution of the disciplinary areas that are incorporated, the structure of the plans and their coherence with the classes actually developed. Through a qualitative study, in which the plans of 20 students and their corresponding teaching practices were analyzed, inequitable distributions of the disciplinary areas planned for the course were identified, as well as planning structures that reflect a conservative design, with little presence of innovative or investigative proposals. Only in 12 cases was there high convergence between what was planned and what was taught. The conclusion is that it is necessary to continue to deepen the analysis of the articulation of theory and practice, addressing institutional and professional aspects of teacher training.
{"title":"Convergencia entre teoría y práctica en formación docente: Análisis de clases de práctica preprofesional en un curso de magisterio en Uruguay","authors":"Silvia Umpiérrez Oroño, Delma Cabrera","doi":"10.22235/pe.v13i1.1922","DOIUrl":"https://doi.org/10.22235/pe.v13i1.1922","url":null,"abstract":"The theoretical didactic knowledge taught in teacher training institutes must be fully linked to the teaching activities developed in the pre-professional practice of their students. This research addresses the practical component of the Didactics II course of the Primary School Teaching Career, in a group of students from a teacher training institute, with the aim of analyzing the distribution of the disciplinary areas that are incorporated, the structure of the plans and their coherence with the classes actually developed. Through a qualitative study, in which the plans of 20 students and their corresponding teaching practices were analyzed, inequitable distributions of the disciplinary areas planned for the course were identified, as well as planning structures that reflect a conservative design, with little presence of innovative or investigative proposals. Only in 12 cases was there high convergence between what was planned and what was taught. The conclusion is that it is necessary to continue to deepen the analysis of the articulation of theory and practice, addressing institutional and professional aspects of teacher training.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49236953","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}
Jorge Eduardo Martínez Íñiguez, S. Tobón, Odete Serna Huesca, José Antonio Gómez González
El propósito del estudio es analizar el concepto de autonomía curricular en la educación básica mexicana, en el marco del Modelo Educativo 2017 y desde una postura socioformativa. Para ello, se realizó una investigación documental que siguió los ocho ejes de análisis de la cartografía conceptual. Como resultado se destaca que la autonomía curricular desde la socioformación debe promover prácticas educativas que involucren a toda la comunidad educativa para trabajar de manera colaborativa en la resolución de problemas de contexto y en la formación integral del alumno. En conclusión, se sugiere desarrollar nuevos estudios que permitan desarrollar prácticas educativas que aborden la autonomía curricular desde el marco de la responsabilidad, con énfasis en la mejora de las condiciones de vida de los estudiantes y de la sociedad.
{"title":"Autonomía curricular en educación básica. Una propuesta de innovación en el Modelo Educativo 2017 en México","authors":"Jorge Eduardo Martínez Íñiguez, S. Tobón, Odete Serna Huesca, José Antonio Gómez González","doi":"10.22235/pe.v13i1.1914","DOIUrl":"https://doi.org/10.22235/pe.v13i1.1914","url":null,"abstract":"El propósito del estudio es analizar el concepto de autonomía curricular en la educación básica mexicana, en el marco del Modelo Educativo 2017 y desde una postura socioformativa. Para ello, se realizó una investigación documental que siguió los ocho ejes de análisis de la cartografía conceptual. Como resultado se destaca que la autonomía curricular desde la socioformación debe promover prácticas educativas que involucren a toda la comunidad educativa para trabajar de manera colaborativa en la resolución de problemas de contexto y en la formación integral del alumno. En conclusión, se sugiere desarrollar nuevos estudios que permitan desarrollar prácticas educativas que aborden la autonomía curricular desde el marco de la responsabilidad, con énfasis en la mejora de las condiciones de vida de los estudiantes y de la sociedad.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48149464","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}
Elizabeth Donoso Osorio, René Alonzo Valdés Morales, P. Cisternas
Despite the importance that problem-solving has received as a backbone in the area of Mathematics, the information on how it is taught and how teachers and students interact in the classroom is still incipient. For this reason, the objective of this study is to characterize the interaction between the teaching and learning processes established between teachers and students in Mathematics problemsolving classes. Methodologically, the typical classroom activities are described from 23 audio-visual records of the classes of public-school Mathematics teachers. The results show that the activities present in the problem-solving classes are of low cognitive complexity, with no major teacher feedback and with a predominance of monolithic participation structures.
{"title":"Las interacciones pedagógicas en las clases de resolución de problemas matemáticos","authors":"Elizabeth Donoso Osorio, René Alonzo Valdés Morales, P. Cisternas","doi":"10.22235/pe.v13i1.1920","DOIUrl":"https://doi.org/10.22235/pe.v13i1.1920","url":null,"abstract":"Despite the importance that problem-solving has received as a backbone in the area of Mathematics, the information on how it is taught and how teachers and students interact in the classroom is still incipient. For this reason, the objective of this study is to characterize the interaction between the teaching and learning processes established between teachers and students in Mathematics problemsolving classes. Methodologically, the typical classroom activities are described from 23 audio-visual records of the classes of public-school Mathematics teachers. The results show that the activities present in the problem-solving classes are of low cognitive complexity, with no major teacher feedback and with a predominance of monolithic participation structures.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47867807","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}
Advances on research in Didactics of Mathematics and its impact on teaching go at different rates. For this reason, this article proposes an approach to incorporate professional tasks in the training of Mathematics teachers from the point of view of research. Given the diversity of theoretical-methodological positions present in Didactics of Mathematics, in order to articulate professional tasks based on situations, a general scheme is configured that considers three important elements: a theoretical reference, the study of mathematical content from the research, and an implementation logic during the instruction process. From these elements, an example is developed, considering as a theoretical reference a model of knowledge for the teacher, and as a theme the notable identities. It is concluded that the type of professional tasks that need to be considered during teacher training should be situations linked to their practice or future educational practice. These tasks should also be theoretically guided by the results of research to promote the development of their knowledge and skills.
{"title":"Naturaleza de las tareas profesionales en la formación de profesores de matemáticas","authors":"Lilia P. Aké, Marcos López-Mojica","doi":"10.22235/pe.v13i1.1919","DOIUrl":"https://doi.org/10.22235/pe.v13i1.1919","url":null,"abstract":"Advances on research in Didactics of Mathematics and its impact on teaching go at different rates. For this reason, this article proposes an approach to incorporate professional tasks in the training of Mathematics teachers from the point of view of research. Given the diversity of theoretical-methodological positions present in Didactics of Mathematics, in order to articulate professional tasks based on situations, a general scheme is configured that considers three important elements: a theoretical reference, the study of mathematical content from the research, and an implementation logic during the instruction process. From these elements, an example is developed, considering as a theoretical reference a model of knowledge for the teacher, and as a theme the notable identities. It is concluded that the type of professional tasks that need to be considered during teacher training should be situations linked to their practice or future educational practice. These tasks should also be theoretically guided by the results of research to promote the development of their knowledge and skills.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47269754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
José Alberto Vilalta Alonso, María Julia Becerra Alonso, Rogelio Lau Fernández
Cómo citar: Vilalta Alonso, J. A., Becerra Alonso, M. J., y Lau Fernández, R. (2020). El éxito académico en el primer año de la carrera de Ingeniería Industrial y su vínculo con factores académicos previos. Páginas De Educación, 13(1), 42-57. https://doi.org/10.22235/pe.v13i1.1918 EL ÉXITO ACADÉMICO EN EL PRIMER AÑO DE LA CARRERA DE INGENIERÍA INDUSTRIAL Y SU VÍNCULO CON FACTORES ACADÉMICOS PREVIOS Academic Success in the First Year of the Industrial Engineering Course and its Link with Previous Academic Factors
{"title":"El éxito académico en el primer año de la carrera de Ingeniería Industrial y su vínculo con factores académicos previos","authors":"José Alberto Vilalta Alonso, María Julia Becerra Alonso, Rogelio Lau Fernández","doi":"10.22235/pe.v13i1.1918","DOIUrl":"https://doi.org/10.22235/pe.v13i1.1918","url":null,"abstract":"Cómo citar: Vilalta Alonso, J. A., Becerra Alonso, M. J., y Lau Fernández, R. (2020). El éxito académico en el primer año de la carrera de Ingeniería Industrial y su vínculo con factores académicos previos. Páginas De Educación, 13(1), 42-57. https://doi.org/10.22235/pe.v13i1.1918 EL ÉXITO ACADÉMICO EN EL PRIMER AÑO DE LA CARRERA DE INGENIERÍA INDUSTRIAL Y SU VÍNCULO CON FACTORES ACADÉMICOS PREVIOS Academic Success in the First Year of the Industrial Engineering Course and its Link with Previous Academic Factors","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49352727","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}
Cómo citar: Aparicio Molina, C. A., Sepúlveda López, F., Valverde Huincatripay, X., Cárdenas Merino, V., Contreras Sanzana, G., & Valenzuela Ravanal, M. (2020). Liderazgo directivo y cambio educativo: Análisis de una experiencia de colaboración Universidad-Escuela. Páginas De Educación, 13(1), 19-41. https://doi.org/10.22235/pe.v13i1.1915 LIDERAZGO DIRECTIVO Y CAMBIO EDUCATIVO: ANÁLISIS DE UNA EXPERIENCIA DE COLABORACIÓN UNIVERSIDAD-ESCUELA Directive Leadership and Educational Change: An Analysis of a Collective School-University Experience
{"title":"Liderazgo directivo y cambio educativo: Análisis de una experiencia de colaboración Universidad-Escuela","authors":"Carolina Aparicio Molina, Felipe Sepúlveda López, Ximena Valverde Huincatripay, Víctor Cárdenas Merino, Gladys Contreras Sanzana, Marcela Valenzuela Ravanal","doi":"10.22235/pe.v13i1.1915","DOIUrl":"https://doi.org/10.22235/pe.v13i1.1915","url":null,"abstract":"Cómo citar: Aparicio Molina, C. A., Sepúlveda López, F., Valverde Huincatripay, X., Cárdenas Merino, V., Contreras Sanzana, G., & Valenzuela Ravanal, M. (2020). Liderazgo directivo y cambio educativo: Análisis de una experiencia de colaboración Universidad-Escuela. Páginas De Educación, 13(1), 19-41. https://doi.org/10.22235/pe.v13i1.1915 LIDERAZGO DIRECTIVO Y CAMBIO EDUCATIVO: ANÁLISIS DE UNA EXPERIENCIA DE COLABORACIÓN UNIVERSIDAD-ESCUELA Directive Leadership and Educational Change: An Analysis of a Collective School-University Experience","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68259550","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 addresses the design and functioning of an extended virtual classroom that is implemented in a reading and writing workshop at a university in Argentina, with the purpose of exposing the results obtained from this experience. For the analysis, it is considered the activity registered in the educational platform, data collected from a survey and the correlation between the grades obtained by the students of three courses and their participation in the classroom. Among other results, it is noted that this experience is positively valued by the students and that most of those who enter the platform often manage to promote the workshop. However, there is evidence that consistency and continuity in participation is a problem.
{"title":"La plataforma Moodle en la alfabetización académica: Uso del aula virtual en un taller de lectura y escritura","authors":"Karina Savio","doi":"10.22235/pe.v13i1.1923","DOIUrl":"https://doi.org/10.22235/pe.v13i1.1923","url":null,"abstract":"The article addresses the design and functioning of an extended virtual classroom that is implemented in a reading and writing workshop at a university in Argentina, with the purpose of exposing the results obtained from this experience. For the analysis, it is considered the activity registered in the educational platform, data collected from a survey and the correlation between the grades obtained by the students of three courses and their participation in the classroom. Among other results, it is noted that this experience is positively valued by the students and that most of those who enter the platform often manage to promote the workshop. However, there is evidence that consistency and continuity in participation is a problem.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44161696","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}
Las Representaciones Sociales de Género, están relacionadas con los estereotipos y roles que interfieren en el desarrollo de las personas. El objetivo de esta investigación es comprender las representaciones sociales de género en profesores y profesoras de enseñanza primaria, en Santiago de Chile. La investigación es de tipo cualitativa desde un paradigma post positivista, se realizaron entrevistas en profundidad como método de recolección de datos a profesores, siguiendo la técnica de bola de nieve, las cuales fueron sometidas a análisis de contenidos. Dentro de los principales resultados destaca la reproducción de representaciones sociales diferenciado según sexo biológico y por otro lado el esfuerzo de profesores por promover igualdad de género al interior de las aulas.
{"title":"“Ser femenina, ser delicada, ser madre”. Representaciones sociales de género del profesorado: un estudio cualitativo","authors":"Miriliana Ramírez-Pereira","doi":"10.22235/pe.v12i2.1869","DOIUrl":"https://doi.org/10.22235/pe.v12i2.1869","url":null,"abstract":"Las Representaciones Sociales de Género, están relacionadas con los estereotipos y roles que interfieren en el desarrollo de las personas. El objetivo de esta investigación es comprender las representaciones sociales de género en profesores y profesoras de enseñanza primaria, en Santiago de Chile. La investigación es de tipo cualitativa desde un paradigma post positivista, se realizaron entrevistas en profundidad como método de recolección de datos a profesores, siguiendo la técnica de bola de nieve, las cuales fueron sometidas a análisis de contenidos. Dentro de los principales resultados destaca la reproducción de representaciones sociales diferenciado según sexo biológico y por otro lado el esfuerzo de profesores por promover igualdad de género al interior de las aulas.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46251350","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}
Este estudio busca analizar los mecanismos que conforman el SINAES (Sistema Nacional de Avaliação da Educação Superior), su vinculación con la noción de accountability y la definición de calidad adoptada por este sistema de evaluación. Se trata de una investigación cualitativa. El tipo de estudio corresponde al bibliográfico y documental. La técnica de análisis corresponde al análisis de contenido. De hecho, la evaluación de la educación superior en la historia reciente de Brasil ha experimentado y experimenta varias transformaciones, con avances y retrocesos desde el punto de vista operativo. El énfasis puesto en la ENADE y los marcos regulatorios que condicionan el modus operandi de las instituciones de educación superior en Brasil se expresan como un modelo de accountability.
本研究旨在分析构成SINAES (Sistema Nacional de avaliacao da educacao Superior)的机制，它与问责概念的联系，以及该评估体系采用的质量定义。这是一项定性研究。研究的类型与文献和文献相对应。分析技术对应于内容分析。事实上，在巴西近代史上，高等教育评估经历了并正在经历几次转变，从操作的角度来看有进步也有挫折。对ENADE的强调和决定巴西高等教育机构运作方式的监管框架被表达为一种问责模式。
{"title":"Evaluación de la educación superior en Brasil y sus mecanismos de accountability: el SINAES en foco","authors":"Alisson Silder Do Nascimiento de Paula","doi":"10.22235/pe.v12i2.1837","DOIUrl":"https://doi.org/10.22235/pe.v12i2.1837","url":null,"abstract":"Este estudio busca analizar los mecanismos que conforman el SINAES (Sistema Nacional de Avaliação da Educação Superior), su vinculación con la noción de accountability y la definición de calidad adoptada por este sistema de evaluación. Se trata de una investigación cualitativa. El tipo de estudio corresponde al bibliográfico y documental. La técnica de análisis corresponde al análisis de contenido. De hecho, la evaluación de la educación superior en la historia reciente de Brasil ha experimentado y experimenta varias transformaciones, con avances y retrocesos desde el punto de vista operativo. El énfasis puesto en la ENADE y los marcos regulatorios que condicionan el modus operandi de las instituciones de educación superior en Brasil se expresan como un modelo de accountability.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48488013","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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