{"title":"Presentation: It is time to ask better questions","authors":"Cristóbal Cobo","doi":"10.22235/PE.V11I1.1550","DOIUrl":"https://doi.org/10.22235/PE.V11I1.1550","url":null,"abstract":"","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2018-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45419379","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}
espanolEste texto hace foco en la terminalidad del nivel educativo secundario como determinante del conjunto de oportunidades que las personas tienen para acceder a condiciones de existencia dignas. Se analiza el caso empirico cordobes para mostrar la desigual distribucion del capital escolar de nivel secundario entre las clases sociales y como se refleja en el mercado laboral. Mediante una aproximacion cuantitativa se construye el espacio social para Gran Cordoba en 2003-2011, donde puede observarse como se configuran las inversiones escolares de las diferentes clases sociales. A partir de los datos del tercer trimestre de la Encuesta Permanente de Hogares, en el periodo 2003-2011, se caracterizan las diferencias en la terminalidad del nivel secundario y las desigualdades asociadas a la posesion o no del titulo en el mercado de trabajo, asi como su evolucion durante el periodo de estudio. EnglishThis text aims to focus on the graduation of the secondary educational level as a guide for the set of agents’ opportunities to access to decent living conditions. From the specificity of the Cordoba´s empirical case, this article attends to the unequal distribution of secondary school capital between different social classes, and to the behavior that it acquires in the labor market. Starting from a quantitative approach, in which the social space for Gran Cordoba 2003-2011 is constructed, it can be observed the configuration of the school investments of the different social classes of Cordoba. To do this, the study uses the third quarter data exploration of the Permanent Household Survey in the periods 2003-2011, characterizing the present differences in terms of secondary level graduation, and the inequalities associated with possession of the secondary title in the labor market, as well as the evolution during the study period.
{"title":"Terminar el secundario en Córdoba","authors":"Cecilia Inés Jiménez Zunino, M. Giovine","doi":"10.22235/PE.V10I2.1419","DOIUrl":"https://doi.org/10.22235/PE.V10I2.1419","url":null,"abstract":"espanolEste texto hace foco en la terminalidad del nivel educativo secundario como determinante del conjunto de oportunidades que las personas tienen para acceder a condiciones de existencia dignas. Se analiza el caso empirico cordobes para mostrar la desigual distribucion del capital escolar de nivel secundario entre las clases sociales y como se refleja en el mercado laboral. Mediante una aproximacion cuantitativa se construye el espacio social para Gran Cordoba en 2003-2011, donde puede observarse como se configuran las inversiones escolares de las diferentes clases sociales. A partir de los datos del tercer trimestre de la Encuesta Permanente de Hogares, en el periodo 2003-2011, se caracterizan las diferencias en la terminalidad del nivel secundario y las desigualdades asociadas a la posesion o no del titulo en el mercado de trabajo, asi como su evolucion durante el periodo de estudio. EnglishThis text aims to focus on the graduation of the secondary educational level as a guide for the set of agents’ opportunities to access to decent living conditions. From the specificity of the Cordoba´s empirical case, this article attends to the unequal distribution of secondary school capital between different social classes, and to the behavior that it acquires in the labor market. Starting from a quantitative approach, in which the social space for Gran Cordoba 2003-2011 is constructed, it can be observed the configuration of the school investments of the different social classes of Cordoba. To do this, the study uses the third quarter data exploration of the Permanent Household Survey in the periods 2003-2011, characterizing the present differences in terms of secondary level graduation, and the inequalities associated with possession of the secondary title in the labor market, as well as the evolution during the study period.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48149679","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}
espanolLa historia de la infancia en la historiografia uruguaya ha sido invisibilizada como objeto de estudio. Pensar una historia en la que los sujetos sean visibles implica abordar la infancia como protagonista y repensar los relatos transmitidos. Este articulo propone un recorrido por los principales enfoques historicos que han investigado la infancia, asi como el analisis de fuentes primarias en Uruguay; atendiendo a sus particularidades conceptuales y contextuales. Se adopta un enfoque sociocultural que permite comprender y trabajar la complejidad de cada fuente desde lo cualitativo. En concreto, se aborda el estudio del Asilo de Expositos y Huerfanos en relacion al trato de los ninos, para aproximar una configuracion de la idea de infancia. Una historia sin infancia es un discurso incompleto; su historicidad, por tanto, es una necesidad politica. EnglishThe history of childhood in national historiography has been made invisible as an object of study. Thinking about a story in which the subjects are visible, involves approaching childhood as the protagonist and rethinking the transmitted stories. In these lines we propose a tour of the main historical approaches that have investigated the same, and on the other hand the analysis of primary sources existing in our country. Taking into account their conceptual and contextual particularities. A socio‑cultural approach allows to understand and to work from a qualitative study the complexity in each source. In these pages, the study of the Asilo de Expositos y Huerfanos in relation to the treatment of the children will be approached, approaching the configuration of the idea of childhood. A story without childhood, is an incomplete discourse, its historicity therefore is a political necessity.
在乌拉圭的历史编纂中，西班牙儿童的历史一直是不可见的研究对象。思考一个主题可见的故事意味着把童年作为主角，重新思考所传递的故事。本文提出了对乌拉圭童年研究的主要历史方法的回顾，以及对主要资料来源的分析;考虑到它们的概念和语境特殊性。采用社会文化方法，从定性的角度理解和处理每个来源的复杂性。本研究的目的是探讨儿童在社会中的地位，以及儿童在社会中的地位，以及儿童在社会中的地位。没有童年的故事是不完整的话语;因此，它的历史性是政治上的必要。= =地理= =根据美国人口普查，这个县的面积为，其中土地面积为。Thinking about a story in which the publication到处可见,涉及approaching as the protagonist与思考的故事》。在这些思路中，我们提出了对调查同一问题的主要历史方法进行考察，同时对我国现有的主要资料来源进行分析。考虑到它们的概念和语境特殊性。社会文化方法使我们能够从定性研究中理解和工作每个来源的复杂性。在这几页中，将对“庇护de Expositos y Huerfanos”在儿童待遇方面的研究进行探讨，探讨童年观念的构成。一个没有童年的故事，是一个不完整的话语，它的历史是政治上的必要。
{"title":"La infancia sin Historia","authors":"M. Osta, S. Espiga","doi":"10.22235/PE.V10I2.1427","DOIUrl":"https://doi.org/10.22235/PE.V10I2.1427","url":null,"abstract":"espanolLa historia de la infancia en la historiografia uruguaya ha sido invisibilizada como objeto de estudio. Pensar una historia en la que los sujetos sean visibles implica abordar la infancia como protagonista y repensar los relatos transmitidos. Este articulo propone un recorrido por los principales enfoques historicos que han investigado la infancia, asi como el analisis de fuentes primarias en Uruguay; atendiendo a sus particularidades conceptuales y contextuales. Se adopta un enfoque sociocultural que permite comprender y trabajar la complejidad de cada fuente desde lo cualitativo. En concreto, se aborda el estudio del Asilo de Expositos y Huerfanos en relacion al trato de los ninos, para aproximar una configuracion de la idea de infancia. Una historia sin infancia es un discurso incompleto; su historicidad, por tanto, es una necesidad politica. EnglishThe history of childhood in national historiography has been made invisible as an object of study. Thinking about a story in which the subjects are visible, involves approaching childhood as the protagonist and rethinking the transmitted stories. In these lines we propose a tour of the main historical approaches that have investigated the same, and on the other hand the analysis of primary sources existing in our country. Taking into account their conceptual and contextual particularities. A socio‑cultural approach allows to understand and to work from a qualitative study the complexity in each source. In these pages, the study of the Asilo de Expositos y Huerfanos in relation to the treatment of the children will be approached, approaching the configuration of the idea of childhood. A story without childhood, is an incomplete discourse, its historicity therefore is a political necessity.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42718685","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}
espanolCon el proposito de conocer las demandas externas a la institucion educativa, este articulo aborda el apoyo pedagogico como un contexto educativo que emerge del entrecruzamiento entre los contextos formales y no formales de aprendizaje, y que produce una relacion de refuerzo y colaboracion. Este estudio pretende reconocer los motivos por los que las familias solicitan el apoyo pedagogico en el primer ano de la educacion secundaria. Para ello, se realizaron 15 entrevistas en profundidad a las madres de estudiantes que asistieron a clases de apoyo, a las maestras que brindaron el servicio y a diferentes agentes educativos de un colegio ubicado en un pueblo del sur de Cordoba, Argentina. Se encontro que los motivos por los que los familiares demandan los contextos de apoyo pedagogico estan atravesados por cuestiones de indole academica, socio-familiar y afectiva. Esto permite pensar las clases de apoyo como un contexto de educacion que fortalece oportunidades de aprendizaje. EnglishWith the purpose of knowing the demands that happen outside of educational institutions, this article approaches the pedagogical support as an educational context that emerges from the intersection between the formal and non-formal contexts of learning, and that produces a relationship of reinforcement and collaboration. This study aims to recognize the reasons why families ask for pedagogical support in the first year of secondary education. To this end, fifteen in-depth interviews were conducted with the mothers of students who attended support classes, the teachers who provided the service and different educational agents of a school located in a town in the south of Cordoba, Argentina. It was found that the reasons for which the relatives demand the contexts of pedagogical support are crossed by issues of academic, socio-familiar and affective nature. This study allows to think of support classes as an educational context that strengthens learning opportunities.
{"title":"Motivos y expectativas de la demanda de apoyo pedagógico en educación secundaria","authors":"Agustina María Manavella, R. B. Martín","doi":"10.22235/pe.v10i2.1423","DOIUrl":"https://doi.org/10.22235/pe.v10i2.1423","url":null,"abstract":"espanolCon el proposito de conocer las demandas externas a la institucion educativa, este articulo aborda el apoyo pedagogico como un contexto educativo que emerge del entrecruzamiento entre los contextos formales y no formales de aprendizaje, y que produce una relacion de refuerzo y colaboracion. Este estudio pretende reconocer los motivos por los que las familias solicitan el apoyo pedagogico en el primer ano de la educacion secundaria. Para ello, se realizaron 15 entrevistas en profundidad a las madres de estudiantes que asistieron a clases de apoyo, a las maestras que brindaron el servicio y a diferentes agentes educativos de un colegio ubicado en un pueblo del sur de Cordoba, Argentina. Se encontro que los motivos por los que los familiares demandan los contextos de apoyo pedagogico estan atravesados por cuestiones de indole academica, socio-familiar y afectiva. Esto permite pensar las clases de apoyo como un contexto de educacion que fortalece oportunidades de aprendizaje. EnglishWith the purpose of knowing the demands that happen outside of educational institutions, this article approaches the pedagogical support as an educational context that emerges from the intersection between the formal and non-formal contexts of learning, and that produces a relationship of reinforcement and collaboration. This study aims to recognize the reasons why families ask for pedagogical support in the first year of secondary education. To this end, fifteen in-depth interviews were conducted with the mothers of students who attended support classes, the teachers who provided the service and different educational agents of a school located in a town in the south of Cordoba, Argentina. It was found that the reasons for which the relatives demand the contexts of pedagogical support are crossed by issues of academic, socio-familiar and affective nature. This study allows to think of support classes as an educational context that strengthens learning opportunities.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68259435","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}
espanolConsiderando los retos que tiene hoy la ensenanza universitaria, este articulo tiene como objetivo plantear la implementacion de la perspectiva DIY en los procesos de ensenanza y aprendizaje de una asignatura del grado de Pedagogia de la Universidad de Barcelona. En el texto se da cuenta del proyecto europeo DIYLab —llevado a cabo mediante una investigacion en la accion participativa— y se caracteriza su implementacion en la asignatura. Finalmente, se presentan las aportaciones de los estudiantes, asi como la consideracion de los retos y las posibilidades de introducir elementos de la cultura DIY en la universidad. EnglishConsidering the current challenges of higher education, this article aims to show the principles and the implementation of the DIY perspective, in the teaching and learning process of a course of the Pedagogy degree at the University of Barcelona. The text describes the European project DIYLab —carried out through participatory action research— and describes its implementation in the mentioned course. Finally, students' contributions are presented, as well as the consideration of the challenges and possibilities of introducing elements of DIY culture into the University.
{"title":"Los límites de la disrupción en el orden académico","authors":"Pablo Rivera-Vargas, J. M. Sancho-Gil, J. Sánchez","doi":"10.22235/PE.V10I2.1428","DOIUrl":"https://doi.org/10.22235/PE.V10I2.1428","url":null,"abstract":"espanolConsiderando los retos que tiene hoy la ensenanza universitaria, este articulo tiene como objetivo plantear la implementacion de la perspectiva DIY en los procesos de ensenanza y aprendizaje de una asignatura del grado de Pedagogia de la Universidad de Barcelona. En el texto se da cuenta del proyecto europeo DIYLab —llevado a cabo mediante una investigacion en la accion participativa— y se caracteriza su implementacion en la asignatura. Finalmente, se presentan las aportaciones de los estudiantes, asi como la consideracion de los retos y las posibilidades de introducir elementos de la cultura DIY en la universidad. EnglishConsidering the current challenges of higher education, this article aims to show the principles and the implementation of the DIY perspective, in the teaching and learning process of a course of the Pedagogy degree at the University of Barcelona. The text describes the European project DIYLab —carried out through participatory action research— and describes its implementation in the mentioned course. Finally, students' contributions are presented, as well as the consideration of the challenges and possibilities of introducing elements of DIY culture into the University.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.22235/PE.V10I2.1428","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44588408","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}
espanolEste articulo presenta una reflexion multifacetica sobre las diferentes estrategias implementadas para obtener conocimiento en el sistema educativo. Con el afan de ilustrar este complejo proceso, se presenta la paradoja de los saltamontes y las orugas. Esta paradoja tiene gran relevancia, pues apunta a un proceso que ha alterado los cimientos de la ensenanza y el aprendizaje en una era donde las tic han alcanzado niveles sofisticados. Las actitudes de los saltamontes —intuitivas, no lineales, proactivas— y de las orugas —estructuradas, predictivas, reactivas— tienen un impacto profundo y permanente en la dinamica de la relacion entre maestro y estudiante. Esta reflexion culmina con recomendaciones para estimular el potencial academico de los saltamontes y las orugas en el sistema educativo. EnglishThis article presents a multifaceted reflection on the different prevailing strategies to obtain knowledge in the educational system. In an effort to illustrate this complex process, the paradox of the grasshoppers and caterpillars are brought in their applications to the education system. This paradox has great relevance in the contemporary educational system because it points to a process that will alter the foundations of teaching and learning particularly in this age where ict have achieved highly sophisticated levels. Grasshoppers’ dispositions —intuitive oriented, non-lineal and proactive— and those from the caterpillars —structured, predictive and reactive— have a profound and permanent impact on the dynamics of the relationship between teacher and student. This brief reflection concludes with recommendations as pointing out strategies to stimulate the academic potential of grasshoppers and caterpillars in the educational system.
本文对教育系统中获取知识的不同策略进行了多方面的反思。为了说明这个复杂的过程，我们提出了蚱蜢和毛虫的悖论。这一悖论具有重大意义，因为它表明，在一个信息通信技术已经达到复杂水平的时代，一个改变了教学和学习基础的过程。蚱蜢的态度——直觉的、非线性的、主动的——和毛虫的态度——结构化的、预测性的、反应性的——对师生关系的动态有着深刻而持久的影响。这一反思最终提出了在教育系统中激发蚱蜢和毛虫学术潜力的建议。本文对教育系统中获取知识的不同预测策略进行了多方面的思考。为了说明这一复杂的过程，将蚱蜢和毛虫的悖论应用到教育系统中。这一悖论在当代教育系统中具有很大的相关性，因为它与一个过程有关，这个过程将改变教学和学习的基础，特别是在信息和通信技术已达到高度复杂水平的这个时代。面向Grasshoppers’安排—intuitive, non-lineal and proactive—的from the caterpillars—初级,predictive重新给—迅速及常驻impact on the dynamics of the relationship between teacher and学生。本文最后提出了一些建议，指出了提高教育系统中蚱蜢和毛虫的学术潜力的战略。
{"title":"Reflexiones sobre los saltamontes y las orugas en la era de las tecnologías de información y comunicación","authors":"B. Morales, H. Gonzales","doi":"10.22235/PE.V10I2.1429","DOIUrl":"https://doi.org/10.22235/PE.V10I2.1429","url":null,"abstract":"espanolEste articulo presenta una reflexion multifacetica sobre las diferentes estrategias implementadas para obtener conocimiento en el sistema educativo. Con el afan de ilustrar este complejo proceso, se presenta la paradoja de los saltamontes y las orugas. Esta paradoja tiene gran relevancia, pues apunta a un proceso que ha alterado los cimientos de la ensenanza y el aprendizaje en una era donde las tic han alcanzado niveles sofisticados. Las actitudes de los saltamontes —intuitivas, no lineales, proactivas— y de las orugas —estructuradas, predictivas, reactivas— tienen un impacto profundo y permanente en la dinamica de la relacion entre maestro y estudiante. Esta reflexion culmina con recomendaciones para estimular el potencial academico de los saltamontes y las orugas en el sistema educativo. EnglishThis article presents a multifaceted reflection on the different prevailing strategies to obtain knowledge in the educational system. In an effort to illustrate this complex process, the paradox of the grasshoppers and caterpillars are brought in their applications to the education system. This paradox has great relevance in the contemporary educational system because it points to a process that will alter the foundations of teaching and learning particularly in this age where ict have achieved highly sophisticated levels. Grasshoppers’ dispositions —intuitive oriented, non-lineal and proactive— and those from the caterpillars —structured, predictive and reactive— have a profound and permanent impact on the dynamics of the relationship between teacher and student. This brief reflection concludes with recommendations as pointing out strategies to stimulate the academic potential of grasshoppers and caterpillars in the educational system.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42969402","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}
Beatriz Diuk, Marina Ferroni, Milagros Mena, J. P. Barreyro
espanolEl objetivo del estudio fue analizar la respuesta a la intervencion (rai) en ninos en contextos de pobreza con bajo nivel de alfabetizacion respecto de sus pares. Durante seis meses, 37 alumnos de 7 a 14 anos de edad participaron de un programa de ensenanza individual. Los ninos completaron una prueba de escritura de palabras al comenzar y al finalizar la intervencion. Se obtuvieron diferencias significativas entre el pre y pos test. Un analisis de regresion sobre la ganancia en escritura mostro que la cantidad de sesiones del programa tuvo un efecto significativo. Solamente un 16 % de los ninos presento baja rai, lo que indica que las dificultades de la mayor parte de los ninos serian experienciales y no resultado de deficit cognitivo. EnglishThe paper aimed to analyze the Response to Intervention (rti) in children growing up in poverty contexts and exhibiting low levels of literacy when compared to their school peers. For six months, 37 7‑to‑14-year-old children (41 % girls) participated in an educational program administered individually. Children were given a word spelling task before and after the intervention. Statistically significant differences were obtained between pre‑ and post‑test. A regression analysis carried out on spelling gains showed that the number of program sessions children participated in had a significant effect. Only 16 % of the children had a low rti, indicating that most children´s difficulties were experiential rather that related to cognitive deficits.
{"title":"Respuesta a la intervención y escritura en niños de grupos sociales vulnerados","authors":"Beatriz Diuk, Marina Ferroni, Milagros Mena, J. P. Barreyro","doi":"10.22235/PE.V10I2.1426","DOIUrl":"https://doi.org/10.22235/PE.V10I2.1426","url":null,"abstract":"espanolEl objetivo del estudio fue analizar la respuesta a la intervencion (rai) en ninos en contextos de pobreza con bajo nivel de alfabetizacion respecto de sus pares. Durante seis meses, 37 alumnos de 7 a 14 anos de edad participaron de un programa de ensenanza individual. Los ninos completaron una prueba de escritura de palabras al comenzar y al finalizar la intervencion. Se obtuvieron diferencias significativas entre el pre y pos test. Un analisis de regresion sobre la ganancia en escritura mostro que la cantidad de sesiones del programa tuvo un efecto significativo. Solamente un 16 % de los ninos presento baja rai, lo que indica que las dificultades de la mayor parte de los ninos serian experienciales y no resultado de deficit cognitivo. EnglishThe paper aimed to analyze the Response to Intervention (rti) in children growing up in poverty contexts and exhibiting low levels of literacy when compared to their school peers. For six months, 37 7‑to‑14-year-old children (41 % girls) participated in an educational program administered individually. Children were given a word spelling task before and after the intervention. Statistically significant differences were obtained between pre‑ and post‑test. A regression analysis carried out on spelling gains showed that the number of program sessions children participated in had a significant effect. Only 16 % of the children had a low rti, indicating that most children´s difficulties were experiential rather that related to cognitive deficits.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48391234","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}
Alejandro Sepúlveda Obreque, Carlos Eduardo Oyarzún Burgos, D. Díaz-Levicoy, Margarita Opazo Salvatierra
espanolEste articulo tiene como proposito conocer la opinion de estudiantes sobre la ensenanza de la matematica. Para ello, se aplico un cuestionario a 768 estudiantes de septimo y octavo ano de Educacion Basica de dos ciudades en la region de Los Lagos (Chile). Los resultados muestran que los estudiantes perciben a sus profesores como exigentes, comprensivos y dispuestos al dialogo, y ponderan de manera positiva las capacidades de estos para explicar una misma materia de manera distinta y presentar los contenidos de forma atrayente. Ademas, observan que sus profesores se comprometen con el logro de los aprendizajes; advierten sus esfuerzos genuinos y sistematicos para que los alumnos aprendan y valoran las interacciones profesor‑alumno, pues tienen como objetivo la comprension de lo ensenado. EnglishThis article focuses in revealing student’s opinions on Mathematics teaching. In order to gather the information, a questionnaire was given to 768 students of seventh and eighth of basic education from Los Lagos (Chile). The results show that students who perceive their teachers as demanding, comprehensive and willing to dialogue, qualify in a positive way their capacity to explain the same subject on a different and interesting way. They see their teachers committed with the learning goals of different topics; they notice their genuine and systematic efforts for their students to learn; they assess positively the student‑teacher interaction since their purpose is the comprehension.
{"title":"Percepción de los estudiantes de educación básica municipalizados sobre la enseñanza de la matemática","authors":"Alejandro Sepúlveda Obreque, Carlos Eduardo Oyarzún Burgos, D. Díaz-Levicoy, Margarita Opazo Salvatierra","doi":"10.22235/PE.V10I2.1425","DOIUrl":"https://doi.org/10.22235/PE.V10I2.1425","url":null,"abstract":"espanolEste articulo tiene como proposito conocer la opinion de estudiantes sobre la ensenanza de la matematica. Para ello, se aplico un cuestionario a 768 estudiantes de septimo y octavo ano de Educacion Basica de dos ciudades en la region de Los Lagos (Chile). Los resultados muestran que los estudiantes perciben a sus profesores como exigentes, comprensivos y dispuestos al dialogo, y ponderan de manera positiva las capacidades de estos para explicar una misma materia de manera distinta y presentar los contenidos de forma atrayente. Ademas, observan que sus profesores se comprometen con el logro de los aprendizajes; advierten sus esfuerzos genuinos y sistematicos para que los alumnos aprendan y valoran las interacciones profesor‑alumno, pues tienen como objetivo la comprension de lo ensenado. EnglishThis article focuses in revealing student’s opinions on Mathematics teaching. In order to gather the information, a questionnaire was given to 768 students of seventh and eighth of basic education from Los Lagos (Chile). The results show that students who perceive their teachers as demanding, comprehensive and willing to dialogue, qualify in a positive way their capacity to explain the same subject on a different and interesting way. They see their teachers committed with the learning goals of different topics; they notice their genuine and systematic efforts for their students to learn; they assess positively the student‑teacher interaction since their purpose is the comprehension.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45646653","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}
espanolEl articulo presenta algunos resultados de la investigacion realizada en el marco de la tesis doctoral La ensenanza de la Biologia en el turno nocturno durante los primeros cuatro anos de Ensenanza Media. Se enfatiza en como las instituciones estudiadas despliegan estrategias que apuntan a promover la permanencia de los jovenes y adultos en la educacion formal. El enfoque metodologico corresponde a un estudio de caso referido al turno nocturno de tres liceos del Uruguay. Los resultados evidencian los desafios que enfrentan quienes se encuentran a cargo de la educacion de jovenes y adultos, y las acciones que realizan, tanto fuera del aula como en sus clases, para evitar que los estudiantes dejen de asistir. EnglishThis article presents some of the results of the research conducted within the framework of the doctoral thesis: "The Teaching of Biology in the Night Shift during the First Four Years of Secondary Education." Emphasis is placed on how the institutions studied deploy strategies for promoting the permanence of young people and adults in formal education. The methodological approach corresponds to a case study based on the night shift of three high schools in Uruguay. The results show the challenges faced by those who are in charge of the education of youth and adults, and the actions they take both inside and outside the classroom in order to prevent the students from dropping out.
{"title":"Cómo retener a los jóvenes y adultos en el sistema educativo público","authors":"Claudia Cabrera Borges","doi":"10.22235/PE.V10I2.1424","DOIUrl":"https://doi.org/10.22235/PE.V10I2.1424","url":null,"abstract":"espanolEl articulo presenta algunos resultados de la investigacion realizada en el marco de la tesis doctoral La ensenanza de la Biologia en el turno nocturno durante los primeros cuatro anos de Ensenanza Media. Se enfatiza en como las instituciones estudiadas despliegan estrategias que apuntan a promover la permanencia de los jovenes y adultos en la educacion formal. El enfoque metodologico corresponde a un estudio de caso referido al turno nocturno de tres liceos del Uruguay. Los resultados evidencian los desafios que enfrentan quienes se encuentran a cargo de la educacion de jovenes y adultos, y las acciones que realizan, tanto fuera del aula como en sus clases, para evitar que los estudiantes dejen de asistir. EnglishThis article presents some of the results of the research conducted within the framework of the doctoral thesis: \"The Teaching of Biology in the Night Shift during the First Four Years of Secondary Education.\" Emphasis is placed on how the institutions studied deploy strategies for promoting the permanence of young people and adults in formal education. The methodological approach corresponds to a case study based on the night shift of three high schools in Uruguay. The results show the challenges faced by those who are in charge of the education of youth and adults, and the actions they take both inside and outside the classroom in order to prevent the students from dropping out.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45693842","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}
espanolEn el campo de la formacion inicial docente, el componente practico ha sido concebido como una instancia formativa imprescindible. Este articulo examina a los espacios de practica como ambitos de disputa por la definicion del oficio docente, en el marco de una comunidad de practica. A partir de una indagacion cualitativa de corte etnografico se muestra como las formadoras luchan por desterrar, a traves de imperativos profesorales, a tres “enemigos” del oficio de ensenar en el nivel inicial: la infantilizacion, la primarizacion y la automatizacion. Se concluye que existe una contradiccion entre esta intencionalidad formativa y el modo en el que acontece la lucha, que opera reproduciendo aquello que se quiere desterrar: los estereotipos. EnglishIn pre-service teacher education, field experiences have been conceived as training devices. This article examines field experiences as spaces of struggle over the definition of the teaching craft inside a community of practice that constitutes both the context and the content of the training process. From a qualitative ethnographic inquiry, it shows the struggle to banish three "enemies" of the teaching craft at early childhood education: the infantilization, schoolification and mechanization. This article concludes that the way in which the battle is set reproduces the very thing it seeks to banish: stereotypes.
{"title":"Divergencias en la definición del oficio docente en el espacio de las prácticas","authors":"J. Guevara","doi":"10.22235/PE.V10I2.1418","DOIUrl":"https://doi.org/10.22235/PE.V10I2.1418","url":null,"abstract":"espanolEn el campo de la formacion inicial docente, el componente practico ha sido concebido como una instancia formativa imprescindible. Este articulo examina a los espacios de practica como ambitos de disputa por la definicion del oficio docente, en el marco de una comunidad de practica. A partir de una indagacion cualitativa de corte etnografico se muestra como las formadoras luchan por desterrar, a traves de imperativos profesorales, a tres “enemigos” del oficio de ensenar en el nivel inicial: la infantilizacion, la primarizacion y la automatizacion. Se concluye que existe una contradiccion entre esta intencionalidad formativa y el modo en el que acontece la lucha, que opera reproduciendo aquello que se quiere desterrar: los estereotipos. EnglishIn pre-service teacher education, field experiences have been conceived as training devices. This article examines field experiences as spaces of struggle over the definition of the teaching craft inside a community of practice that constitutes both the context and the content of the training process. From a qualitative ethnographic inquiry, it shows the struggle to banish three \"enemies\" of the teaching craft at early childhood education: the infantilization, schoolification and mechanization. This article concludes that the way in which the battle is set reproduces the very thing it seeks to banish: stereotypes.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2017-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44167009","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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