Pub Date : 2018-06-26DOI: 10.17163/alt.v14n2.2018.07
Rosberly López Montero
El presente trabajo propone la incorporación de la internacionalización desde las estrategias didácticas universitarias para la mejora de la docencia mediante actividades de “internacionalización en casa” que permitan el desarrollo de valores y competencias en el estudiantado y faciliten esa visión internacional a los egresados de distintas carreras, para su desenvolvimiento en el globalizado y cada vez más competitivo mercado laboral. La internacionalización no debe verse como una serie de hechos aislados por medio de los cuales un número limitado de individuos tiene la experiencia de vivir fuera de su país; sino que, sus beneficios puede expandirse a más personas a través de actividades que formen parte del planeamiento educativo; esto es, una perspectiva internacional desde las estrategias didácticas a nivel de educación superior. Para esto, se propone que el docente pase por un proceso de auto-reflexión de tres fases: diagnóstico, planeamiento/ejecución y evaluación. En el desarrollo de la propuesta se mencionan distintas posibles actividades que pueden ejecutarse como parte de dichas estrategias y que también pueden adaptarse a diversos niveles según los objetivos de cada curso universitario. A través del análisis efectuado para esta propuesta se concluye que se pueden desarrollar competencias valiosas en el estudiantado desde el contexto áulico acordes con las demandas del nuevo mileno, para su desarrollo académico y profesional.
{"title":"Propuesta de internacionalización desde las estrategias didácticas universitarias","authors":"Rosberly López Montero","doi":"10.17163/alt.v14n2.2018.07","DOIUrl":"https://doi.org/10.17163/alt.v14n2.2018.07","url":null,"abstract":"El presente trabajo propone la incorporación de la internacionalización desde las estrategias didácticas universitarias para la mejora de la docencia mediante actividades de “internacionalización en casa” que permitan el desarrollo de valores y competencias en el estudiantado y faciliten esa visión internacional a los egresados de distintas carreras, para su desenvolvimiento en el globalizado y cada vez más competitivo mercado laboral. La internacionalización no debe verse como una serie de hechos aislados por medio de los cuales un número limitado de individuos tiene la experiencia de vivir fuera de su país; sino que, sus beneficios puede expandirse a más personas a través de actividades que formen parte del planeamiento educativo; esto es, una perspectiva internacional desde las estrategias didácticas a nivel de educación superior. Para esto, se propone que el docente pase por un proceso de auto-reflexión de tres fases: diagnóstico, planeamiento/ejecución y evaluación. En el desarrollo de la propuesta se mencionan distintas posibles actividades que pueden ejecutarse como parte de dichas estrategias y que también pueden adaptarse a diversos niveles según los objetivos de cada curso universitario. A través del análisis efectuado para esta propuesta se concluye que se pueden desarrollar competencias valiosas en el estudiantado desde el contexto áulico acordes con las demandas del nuevo mileno, para su desarrollo académico y profesional.","PeriodicalId":42343,"journal":{"name":"Alteridad-Revista de Educacion","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2018-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91233343","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 : 2017-12-27DOI: 10.17163/ALT.V13N1.2018.04
Juris Tipa
El modelo intercultural en la educacion superior en Mexico hasta el momento ha sido la unica propuesta hecha realidad para una educacion inclusiva hacia los conocimientos y saberes “no occidentales”, integrados en un curriculo educativo oficial-estatal. No obstante, este modelo hasta ahora ha recibido muchas criticas desde distintos campos academicos, aunque la informacion sobre los puntos de vista de los estudiantes de las universidades interculturales es limitada. El objetivo del presente articulo es explorar las opiniones de la poblacion estudiantil de la Universidad Intercultural de Chiapas (Mexico) sobre el modelo intercultural, sus motivaciones de entrar en esta universidad y la aplicabilidad practica de sus estudios. Esto con el fin de conocer algunos aspectos funcionales de este modelo de educacion y su valoracion “desde abajo”, por parte de las y los estudiantes. Utilizando metodologia cuantitativa se concluye que existen diferencias etnicas en la evaluacion del modelo intercultural y las motivaciones de cursar en la universidad intercultural. Ademas se muestra que el nivel de escepticismo expresado por los estudiantes sobre dicho modelo y las distintas formas de su aplicabilidad practica esta relacionado con la cantidad de tiempo que el alumno ha pasado estudiando en la universidad. Basandose en estos datos se propone revisar algunos puntos criticos para mejorar el funcionamiento de las universidades interculturales.
{"title":"¿De qué me sirve la interculturalidad? Evaluación de la Universidad Intercultural de Chiapas por sus estudiantes","authors":"Juris Tipa","doi":"10.17163/ALT.V13N1.2018.04","DOIUrl":"https://doi.org/10.17163/ALT.V13N1.2018.04","url":null,"abstract":"El modelo intercultural en la educacion superior en Mexico hasta el momento ha sido la unica propuesta hecha realidad para una educacion inclusiva hacia los conocimientos y saberes “no occidentales”, integrados en un curriculo educativo oficial-estatal. No obstante, este modelo hasta ahora ha recibido muchas criticas desde distintos campos academicos, aunque la informacion sobre los puntos de vista de los estudiantes de las universidades interculturales es limitada. El objetivo del presente articulo es explorar las opiniones de la poblacion estudiantil de la Universidad Intercultural de Chiapas (Mexico) sobre el modelo intercultural, sus motivaciones de entrar en esta universidad y la aplicabilidad practica de sus estudios. Esto con el fin de conocer algunos aspectos funcionales de este modelo de educacion y su valoracion “desde abajo”, por parte de las y los estudiantes. Utilizando metodologia cuantitativa se concluye que existen diferencias etnicas en la evaluacion del modelo intercultural y las motivaciones de cursar en la universidad intercultural. Ademas se muestra que el nivel de escepticismo expresado por los estudiantes sobre dicho modelo y las distintas formas de su aplicabilidad practica esta relacionado con la cantidad de tiempo que el alumno ha pasado estudiando en la universidad. Basandose en estos datos se propone revisar algunos puntos criticos para mejorar el funcionamiento de las universidades interculturales.","PeriodicalId":42343,"journal":{"name":"Alteridad-Revista de Educacion","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48988601","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 : 2017-12-27DOI: 10.17163/ALT.V13N1.2018.09
R. P. Cetzal, Cristóbal Crescencio Ramón Mac
This research was performed under a qualitative methodology, using the collective case study. It describes the academic experiences that have been characterized with outstanding academic performance, college students emphasizing their difficulties and strategies used to weigh such situations. The participants were three Mayan University students of a public University in Yucatan, Mexico. The semi-structured interview and the field journal as data collection techniques was used. Apparently, all three cases is facing economic issue as a main problem in their vocational training; the difficulty of using the equipment and technological resources, criticism of the personal appearance by others, and the lack of support and credibility by parents for prepare professionally were identified like obstacles. Despite this, students considered that a proper organization of the time, a proper communication with professors, personal self-management, as well as the frequent use of the institutional mentoring and scholarship programs it excellence, allow them to lessen the difficulties and achieve good results as University students. Many of the findings were similar in the literature that had been reported in previous years and it is regrettable to still observe today.
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Pub Date : 2017-12-27DOI: 10.17163/ALT.V13N1.2018.10
Luciane Schulz
Some studies point out that the central focus that permeates teacher training courses is in an essentially intellectual / conceptual conception. On the other hand, it is necessary to give voice to this teacher in formation, with the creation of an educational environment that favors authorship, self-construction and self-reflection in the sense of their subjectivity. This article starts with the (Auto)biographic referential that is characterized as the search for the understanding of oneself and for its relations with the knowledge and aims to present the author´s eco-formative journey through the description and analysis of the Sandplay and the Written of itself. The methodology consisted of workshops that were carried out in the Postgraduate Program of the Education Center of the Universidade Federal do Rio Grande do Norte, culminating in the creation of imaginary scenarios of water, fire, air and earth elements through the Sandplay and the Written of itself. This openness given through these methodological resources has made us aware that eco-formation has been the motto of our entire personal, academic and academic trajectory. Therefore, the Sandplay and the written of itself, are eco-formative methodological resources essential for teacher training.
{"title":"Juego de Arena y Escritas de Si: revelando los itinerarios ecoformativos de una profesora","authors":"Luciane Schulz","doi":"10.17163/ALT.V13N1.2018.10","DOIUrl":"https://doi.org/10.17163/ALT.V13N1.2018.10","url":null,"abstract":"Some studies point out that the central focus that permeates teacher training courses is in an essentially intellectual / conceptual conception. On the other hand, it is necessary to give voice to this teacher in formation, with the creation of an educational environment that favors authorship, self-construction and self-reflection in the sense of their subjectivity. This article starts with the (Auto)biographic referential that is characterized as the search for the understanding of oneself and for its relations with the knowledge and aims to present the author´s eco-formative journey through the description and analysis of the Sandplay and the Written of itself. The methodology consisted of workshops that were carried out in the Postgraduate Program of the Education Center of the Universidade Federal do Rio Grande do Norte, culminating in the creation of imaginary scenarios of water, fire, air and earth elements through the Sandplay and the Written of itself. This openness given through these methodological resources has made us aware that eco-formation has been the motto of our entire personal, academic and academic trajectory. Therefore, the Sandplay and the written of itself, are eco-formative methodological resources essential for teacher training.","PeriodicalId":42343,"journal":{"name":"Alteridad-Revista de Educacion","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46469143","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 : 2017-12-27DOI: 10.17163/ALT.V13N1.2018.08
R. Jaramillo
This paper is focused on explaining the improving of the process of identification and management of school violence by teachers of primary education in the “Nicolas Gomez Tobar” school in Santo Domingo city during the period of 2016-2017. The applied proposal consisted of a training module which describes different types of school violence as well as models of pacific conflict management among students, which can be applied in the educational context of the institution, ever since strengthen the pacific violence management is a real teacher’s need. The methodology of this study was based on an explanatory research and quasi experimental design. With the application of a pretest, intervention and a posttest to a sample made up of twenty-two teachers, who teach from the initial to tenth grade. The applied research techniques were the survey and the statistical analysis. The results obtained through the research effectively show that training improves school violence cases identification and also the possibility of applying one or several pacific conflict resolution models. The importance of teacher training on the violence identification and conflict management as part of the improvement of the teaching career is explained in the conclusions, as well as the benefits of making teachers aware of this habitual issue in the school context.
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Pub Date : 2017-12-27DOI: 10.17163/ALT.V13N1.2018.07
Laurentino Lucas Campo, Fanny Cruz García
This paper refers to the work carried out to provide a higher education option to the population that inhabits one of the representative cultural regions of Mexico: the Totonacapan. In this cultural area the Totonacs, Nahuas and the denominated non-indigenous coexist. The Intercultural University of the State of Puebla (UIEP in Spanish) has been established for all of them, which has ten years of road traveled. The purpose of this written communication is to explain the operation of the UIEP to start an analysis of how much the intercultural universities (UI) have managed to fulfill the purpose for which they were created in Mexico. The approach of the present study is made from the reflection and analysis of those who belong to the institution as full-time professors and researchers, which has been derived from the collegial work in which they have collaborated within this institution. The main findings are closely related to the three substantive or primordial functions of IUs: teaching, research and community engagement. It is concluded that the advances, contradictions, conflicts, as well as the prospects for the immediate future contribute to the growth and development of the institution as long as its educational function is not lost.
{"title":"Trayectoria de la Universidad Intercultural del Estado de Puebla (UIEP), México","authors":"Laurentino Lucas Campo, Fanny Cruz García","doi":"10.17163/ALT.V13N1.2018.07","DOIUrl":"https://doi.org/10.17163/ALT.V13N1.2018.07","url":null,"abstract":"This paper refers to the work carried out to provide a higher education option to the population that inhabits one of the representative cultural regions of Mexico: the Totonacapan. In this cultural area the Totonacs, Nahuas and the denominated non-indigenous coexist. The Intercultural University of the State of Puebla (UIEP in Spanish) has been established for all of them, which has ten years of road traveled. The purpose of this written communication is to explain the operation of the UIEP to start an analysis of how much the intercultural universities (UI) have managed to fulfill the purpose for which they were created in Mexico. The approach of the present study is made from the reflection and analysis of those who belong to the institution as full-time professors and researchers, which has been derived from the collegial work in which they have collaborated within this institution. The main findings are closely related to the three substantive or primordial functions of IUs: teaching, research and community engagement. It is concluded that the advances, contradictions, conflicts, as well as the prospects for the immediate future contribute to the growth and development of the institution as long as its educational function is not lost.","PeriodicalId":42343,"journal":{"name":"Alteridad-Revista de Educacion","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42426132","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 : 2017-12-27DOI: 10.17163/ALT.V13N1.2018.01
Ana Valeria Hanne
O presente artigo identifica, por um lado, os discursos e acoes desenvolvidos pela Universidade Nacional de Salta (UNSa), com o objetivo de favorecer os processos de inclusao socioeducativa de estudantes que se autodeclaram indigenas, utilizando a analise de sua politica institucional e das iniciativas desenvolvidas (Programas/Projetos) para atender e promover a diversidade cultural. Por outro lado, recupera algumas apreciacoes que tais estudantes exprimem, em torno das debilidades e fortalezas da UNSa a respeito da abordagem da dimensao etnica. A pesquisa da qual emana este escrito, pressupos um desenho metodologico fundamentalmente qualitativo, recorrendo tambem a descricoes quantitativas ligadas a perfis sociodemograficos e culturais. Foi utilizado um questionario semiestruturado, a fim de levantar informacoes sobre aspectos institucionais, psicossociais e etnicos. O mesmo contemplou a inclusao de ferramentas qualitativas: analise lexicometrica e associacao livre de palavras em torno de nucleos centrais. Alem do mais foram consultados informantes-chave e fontes secundarias de dados para enriquecer o levantamento e abordagem destes topicos. As descobertas possibilitaram observar uma crescente presenca de estudantes indigenas na UNSa e suas demandas; o interesse e compromisso de grupos institucionais no sentido de implementar estrategias que promovam acessos e permanencias, como tambem a progressiva sensibilizacao que a tematica mereceu no âmbito academico. Apesar disso resta muito caminho a ser feito em materia de propostas de atencao a diversidade cultural em funcao da inclusao.
{"title":"Estudiantes indígenas y Universidad: realidades y retos ante la diversidad cultural. Caso de la Universidad Nacional de Salta","authors":"Ana Valeria Hanne","doi":"10.17163/ALT.V13N1.2018.01","DOIUrl":"https://doi.org/10.17163/ALT.V13N1.2018.01","url":null,"abstract":"O presente artigo identifica, por um lado, os discursos e acoes desenvolvidos pela Universidade Nacional de Salta (UNSa), com o objetivo de favorecer os processos de inclusao socioeducativa de estudantes que se autodeclaram indigenas, utilizando a analise de sua politica institucional e das iniciativas desenvolvidas (Programas/Projetos) para atender e promover a diversidade cultural. Por outro lado, recupera algumas apreciacoes que tais estudantes exprimem, em torno das debilidades e fortalezas da UNSa a respeito da abordagem da dimensao etnica. A pesquisa da qual emana este escrito, pressupos um desenho metodologico fundamentalmente qualitativo, recorrendo tambem a descricoes quantitativas ligadas a perfis sociodemograficos e culturais. Foi utilizado um questionario semiestruturado, a fim de levantar informacoes sobre aspectos institucionais, psicossociais e etnicos. O mesmo contemplou a inclusao de ferramentas qualitativas: analise lexicometrica e associacao livre de palavras em torno de nucleos centrais. Alem do mais foram consultados informantes-chave e fontes secundarias de dados para enriquecer o levantamento e abordagem destes topicos. As descobertas possibilitaram observar uma crescente presenca de estudantes indigenas na UNSa e suas demandas; o interesse e compromisso de grupos institucionais no sentido de implementar estrategias que promovam acessos e permanencias, como tambem a progressiva sensibilizacao que a tematica mereceu no âmbito academico. Apesar disso resta muito caminho a ser feito em materia de propostas de atencao a diversidade cultural em funcao da inclusao.","PeriodicalId":42343,"journal":{"name":"Alteridad-Revista de Educacion","volume":null,"pages":null},"PeriodicalIF":1.8,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48524597","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 : 2017-12-27DOI: 10.17163/ALT.V13N1.2018.05
V. Lozano, Sergio Iván Navarro Martínez, Amelia Escobar Potenciano
This paper presents the educative experience called: Universidad Intercultural del Estado de Tabasco (UIET) and data comprehends a period of ten years (2005 to 2015). Text shows, from a critical view, the University’s historical development and the diverse kinds in which intercultural education is conceived in this Higher Education Institution (IES for its Spanish acronym). The process of UIET’s formation is analyzed here as well as the actors who have been involved, the different building steps in the process, complications and challenges faced. Selection of sources was addressed to two kinds of data, one referred to official documents in this university and another related to the use of searching methodology and techniques to identify, through the teachers and students experience, the position of these actors about development and future at UIET.
本文介绍了被称为:塔巴斯科大学跨文化del Estado de Tabasco (UIET)的教育经验，数据涵盖了十年(2005年至2015年)。文本显示，从批判的角度来看，大学的历史发展和不同种类的跨文化教育是在这个高等教育机构(IES为其西班牙语首字母缩略词)设想。本文分析了uet的形成过程，以及涉及的参与者、过程中的不同构建步骤、复杂性和面临的挑战。来源的选择是针对两种数据，一种参考了这所大学的官方文件，另一种涉及使用搜索方法和技术，通过教师和学生的经验，确定这些参与者对UIET发展和未来的立场。
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Pub Date : 2017-12-27DOI: 10.17163/ALT.V13N1.2018.02
María Sol Villagómez Rodríguez
Many of the experiences of Latin American indigenous higher education have a trajectory that arises as a response to the historical struggles of indigenous peoples for their right to education. The first ones address the need for teacher training for self-education and Intercultural Bilingual Education (EIB), as is the case of the EIB Career at the Salesian Polytechnic University of Ecuador (UPS), which has a track record of over of twenty years in the training of teachers of the Kichwa and Achuar people. In the educational experience of the UPS EIB Career, “Other Pedagogies” are configured, based on the educational needs of the subjects and groups that are educated. For this reason, they emerge from contexts, struggles, resistances and participation. They are dynamic and under construction pedagogies that emerge from the practices and are configured as alternative pedagogical responses to conventional pedagogies. The objective of this work is to make explicit the “Other” pedagogies that are delineated in the EIB Career experience in particular. For this, the reflection from the testimony of the actors, are categorized four pedagogies: 1. identity reaffirmation; 2. “go to return”; 3. “between cultures” and 4. “awareness of oppression”.
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Pub Date : 2017-06-28DOI: 10.17163/ALT.V12N2.2017.03
Jennie Brand Barajas
The present is a qualitative study by theorizing; from the approach of the problem of reading as a basic resource for the formation of citizens through education. It starts from the definition of the readingcapacity; followed by the revision of the general characteristics of the reading brain proposed by Stalisnas Dehaene (2014); as well as the revolutions in the materials and devices used for the writing; besides the changes in the form of reading; from Sumerian tablets to digital technologies. The process of Education for Development and the distinctive features of digital citizenship are presented; which are: immediacy in the production; transmission and reception of messages; interactivity between receiver and producer; the multiauthoritarian; which gives birth to “the prosumers”; the accessibility of the environment; freedom of expression; the democratization of access and the appropriation of a public space. All this allows contextualizing new forms of reading and new profiles of readers; as well as thegeneration of virtual reading spaces where communities of dialogue and exchange are formed. The study reaches the teachers and their reading biographies; which largely define their competence to encourage reading among their students and their ability to mobilize them towards citizen responsibility through reading.
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