Pub Date : 2020-07-23DOI: 10.15366/riejs2020.9.3.011
Jorge Cáceres-Muñoz, Antonio Salvador Jiménez Hernández, M. Martín-Sánchez
The Covid-19 pandemic, caused by the SARS-CoV-2 virus, has changed the modus vivendi of thousands of people around the world. Exceptionality and emergency have influenced various sectors and areas of the social and institutional life of human beings, such as health, economics, politics or education. The objective of this study is to offer an international perspective on the process of school closure and its educational-social consequences through the perceptions of key informants. With a sample that reaches 23 countries and 4 different continents, perceptions have been analyzed based on seven categories: Timing of execution, anticipation or delay of measures. Democratic-participatory nature of the educational measures taken. Curricular, didactic and methodological adaptation. Infrastructure and resources for adequate distance training. Perceptions about teachers. Perceptions of the family environment. Alternative proposals. The results show a high diversity of ways of facing this situation, but with similar consequences for the most vulnerable population. This implies a wake-up call to managers and agents in the educational field to curb the educational and social inequality that Covid-19 may be generating.
{"title":"Cierre de Escuelas y Desigualdad Socioeducativa en Tiempos del Covid-19. Una Investigación Exploratoria en Clave Internacional","authors":"Jorge Cáceres-Muñoz, Antonio Salvador Jiménez Hernández, M. Martín-Sánchez","doi":"10.15366/riejs2020.9.3.011","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.011","url":null,"abstract":"The Covid-19 pandemic, caused by the SARS-CoV-2 virus, has changed the modus vivendi of thousands of people around the world. Exceptionality and emergency have influenced various sectors and areas of the social and institutional life of human beings, such as health, economics, politics or education. The objective of this study is to offer an international perspective on the process of school closure and its educational-social consequences through the perceptions of key informants. With a sample that reaches 23 countries and 4 different continents, perceptions have been analyzed based on seven categories: Timing of execution, anticipation or delay of measures. Democratic-participatory nature of the educational measures taken. Curricular, didactic and methodological adaptation. Infrastructure and resources for adequate distance training. Perceptions about teachers. Perceptions of the family environment. Alternative proposals. The results show a high diversity of ways of facing this situation, but with similar consequences for the most vulnerable population. This implies a wake-up call to managers and agents in the educational field to curb the educational and social inequality that Covid-19 may be generating.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"199-221"},"PeriodicalIF":3.0,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15366/riejs2020.9.3.011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44368409","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 : 2020-07-22DOI: 10.15366/riejs2020.9.3.008
Deibe Fernández-Simo, Xosé Manuel Cid Fernández, María-Victoria Carrera-Fernández
Students with administrative protection records are the protagonists of most of the academic itineraries of school exclusion. The declaration of the state of alarm, motivated by the health alert of Covid-19, leads to a change in the school dynamics of the students. This research aims to analyze which aspects of educational planning, as well as the collaboration between teachers and professionals of the specific protection resources of Galicia during the state of alarm, have an impact on the inclusion or exclusion of students in social difficulty. Eleven longitudinal follow-ups are carried out with 11 adolescents, five boys and six girls. The study is based on the grounded theory with the intention of triangulating the discourses derived from the interviews with students and instrumental case studies involving 14 professionals. The sample of educational teams consists of 11 female educators and 3 male educators. The results highlight that the dynamics of school inequality have increased during the period of the state of alarm, observing that the contact between students and teachers is reduced, which leads to deficits in the students' homework; and that the collaboration between the professionals in the protection system and the school is limited to timely exchanges of information. These results underline that, during the state of alarm motivated by the current health crisis, the school and education policies in Galicia neglect the situation of greater social difficulty of the students under protection.
{"title":"Incidencia del Estado de Alarma en la Desigualdad Escolar de la Adolescencia Acogida por el Sistema de Protección en Galicia","authors":"Deibe Fernández-Simo, Xosé Manuel Cid Fernández, María-Victoria Carrera-Fernández","doi":"10.15366/riejs2020.9.3.008","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.008","url":null,"abstract":"Students with administrative protection records are the protagonists of most of the academic itineraries of school exclusion. The declaration of the state of alarm, motivated by the health alert of Covid-19, leads to a change in the school dynamics of the students. This research aims to analyze which aspects of educational planning, as well as the collaboration between teachers and professionals of the specific protection resources of Galicia during the state of alarm, have an impact on the inclusion or exclusion of students in social difficulty. Eleven longitudinal follow-ups are carried out with 11 adolescents, five boys and six girls. The study is based on the grounded theory with the intention of triangulating the discourses derived from the interviews with students and instrumental case studies involving 14 professionals. The sample of educational teams consists of 11 female educators and 3 male educators. The results highlight that the dynamics of school inequality have increased during the period of the state of alarm, observing that the contact between students and teachers is reduced, which leads to deficits in the students' homework; and that the collaboration between the professionals in the protection system and the school is limited to timely exchanges of information. These results underline that, during the state of alarm motivated by the current health crisis, the school and education policies in Galicia neglect the situation of greater social difficulty of the students under protection.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"142-155"},"PeriodicalIF":3.0,"publicationDate":"2020-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47762914","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}
This paper exposes the educational inequalities perceived in the urban context of Madrid in the face of the social and educational situation resulting from Covid-19, by analyzing the discourses of five education professionals with training in gender studies and feminism. For the purpose of this qualitative study, we carried out interviews semi-structured around blocks of contents using a naturalistic discourse analysis approach and data triangulation. The interviews were later transcribed and analyzed from a feminist lens with the aim of identifying shared ideas between participants. The findings reveal the loneliness experienced by teachers during confinement, the impact of the abandonment of administrative work in educational institutions, a thirty percent hourly increase in the time spent working by education professionals, the physical and mental health issues faced by teachers due to the situation, the impossibility of continuing to meet the social and emotional needs of students in view of the amount of curricular content to be taught, and the lack of attention paid to gender-based violence prevention by educational institutions. The main conclusion drawn from this study is that working time has taken up homes, family spaces and free time and, as a result, there is an increasing need to implement improved coordination techniques, horizontal relationships between teaching teams, and care policies. It is necessary for teachers to be able to assist students emotionally, as well as to modify the curriculum in order to make it more compatible with people's life circumstances.
{"title":"Desigualdades Educativas Derivadas del Covid-19 desde una Perspectiva Feminista. Análisis de los Discursos de Profesionales de la Educación Madrileña","authors":"Melani Penna Tosso, Mercedes Sánchez Sáinz, Cristina Mateos Casado","doi":"10.15366/riejs2020.9.3.009","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.009","url":null,"abstract":"This paper exposes the educational inequalities perceived in the urban context of Madrid in the face of the social and educational situation resulting from Covid-19, by analyzing the discourses of five education professionals with training in gender studies and feminism. For the purpose of this qualitative study, we carried out interviews semi-structured around blocks of contents using a naturalistic discourse analysis approach and data triangulation. The interviews were later transcribed and analyzed from a feminist lens with the aim of identifying shared ideas between participants. The findings reveal the loneliness experienced by teachers during confinement, the impact of the abandonment of administrative work in educational institutions, a thirty percent hourly increase in the time spent working by education professionals, the physical and mental health issues faced by teachers due to the situation, the impossibility of continuing to meet the social and emotional needs of students in view of the amount of curricular content to be taught, and the lack of attention paid to gender-based violence prevention by educational institutions. The main conclusion drawn from this study is that working time has taken up homes, family spaces and free time and, as a result, there is an increasing need to implement improved coordination techniques, horizontal relationships between teaching teams, and care policies. It is necessary for teachers to be able to assist students emotionally, as well as to modify the curriculum in order to make it more compatible with people's life circumstances.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"157-180"},"PeriodicalIF":3.0,"publicationDate":"2020-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15366/riejs2020.9.3.009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43424345","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 : 2020-07-21DOI: 10.15366/riejs2020.9.3.007
R. López Martín
The Covid-19 health crisis that is plaguing the world today will have irreversible consequences for the world of education. It is therefore inexcusable that the educational community in general, and education professionals in particular, face a profound analysis of the change in the pedagogical narrative with which we are going to have to build the future. The nature of the first reflection, which -without doubt- will be followed by many others, leads us to frame the reflection around three basic axes of the teaching-learning processes: what we teach or what we should teach, how we teach it, and what we think is more important, if possible, what we should teach for or what should be the precise objective of our education. We are committed to moving from a model focused on results, on the accumulation of content and on memorization in the face of strictly academic evaluation, to another where the center is located in the competent learning of students, in the acquisition of skills and training of resources, social and personal, that allow us to face the adversities of life. Transmit knowledge and teach to "earn a living", no doubt, but educate to "understand life" in a world in permanent change, too. Citizenship, coexistence, equity, social justice, integration of the digital, emotional management, resilience, affective closeness, or hope, will be some of the necessary vectors for winning the future of education.
{"title":"Reflexiones Educativas para el posCovid-19. Recordando el Futuro","authors":"R. López Martín","doi":"10.15366/riejs2020.9.3.007","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.007","url":null,"abstract":"The Covid-19 health crisis that is plaguing the world today will have irreversible consequences for the world of education. It is therefore inexcusable that the educational community in general, and education professionals in particular, face a profound analysis of the change in the pedagogical narrative with which we are going to have to build the future. The nature of the first reflection, which -without doubt- will be followed by many others, leads us to frame the reflection around three basic axes of the teaching-learning processes: what we teach or what we should teach, how we teach it, and what we think is more important, if possible, what we should teach for or what should be the precise objective of our education. We are committed to moving from a model focused on results, on the accumulation of content and on memorization in the face of strictly academic evaluation, to another where the center is located in the competent learning of students, in the acquisition of skills and training of resources, social and personal, that allow us to face the adversities of life. Transmit knowledge and teach to \"earn a living\", no doubt, but educate to \"understand life\" in a world in permanent change, too. Citizenship, coexistence, equity, social justice, integration of the digital, emotional management, resilience, affective closeness, or hope, will be some of the necessary vectors for winning the future of education.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"127-140"},"PeriodicalIF":3.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15366/riejs2020.9.3.007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45296234","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 : 2020-07-16DOI: 10.15366/riejs2020.9.3.006
M. Rodicio-García, M. Ríos-de-Deus, M. Mosquera-González, María Penado Abilleira
The objective of this work is to know how the students are living the current situation of distance teaching "imposed" by Covid-19. The participants are 593 Spanish students, mostly women (76.4%), with an average age of 22.76 years (Sd = 6.541), who live in large cities (86.1%) and study at the University (61.7%). The data collection was carried out with an ad hoc questionnaire that is answered on a Likert-type scale of five categories. Reliability is high (Cronbach's ? = 0.890). The results indicate that majority of the students have a mobile phone, laptop or tablet, with internet access; but 14.8% recognize that they do not have the necessary resources to face the current situation. 40.6% have moved to live the confinement in another place (family home, second residence, etc.) and 24.3% are in a town of less than 100,000 habitants, data that is associated with the fact that they have fewer resources now. Older students consider that they possess insufficient technological skills, difficulties in implementing the indications of educational school effectively and difficulty in catching up with the constant changes in ICT, significant data if compared to the younger ones.
{"title":"La Brecha Digital en Estudiantes Españoles ante la Crisis de la Covid-19","authors":"M. Rodicio-García, M. Ríos-de-Deus, M. Mosquera-González, María Penado Abilleira","doi":"10.15366/riejs2020.9.3.006","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.006","url":null,"abstract":"The objective of this work is to know how the students are living the current situation of distance teaching \"imposed\" by Covid-19. The participants are 593 Spanish students, mostly women (76.4%), with an average age of 22.76 years (Sd = 6.541), who live in large cities (86.1%) and study at the University (61.7%). The data collection was carried out with an ad hoc questionnaire that is answered on a Likert-type scale of five categories. Reliability is high (Cronbach's ? = 0.890). The results indicate that majority of the students have a mobile phone, laptop or tablet, with internet access; but 14.8% recognize that they do not have the necessary resources to face the current situation. 40.6% have moved to live the confinement in another place (family home, second residence, etc.) and 24.3% are in a town of less than 100,000 habitants, data that is associated with the fact that they have fewer resources now. Older students consider that they possess insufficient technological skills, difficulties in implementing the indications of educational school effectively and difficulty in catching up with the constant changes in ICT, significant data if compared to the younger ones.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"103-125"},"PeriodicalIF":3.0,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43962912","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 : 2020-07-11DOI: 10.15366/riejs2020.9.3.005
Enrique Javier Díez-Gutiérrez, Katherine Gajardo Espinoza
The Education Authorities have established instructions and guidelines to regulate the end of the school year, its evaluation and the beginning of the new one, in view of the situation of suspension of classes during the third trimester and the confinement of the population to their homes, decreed in response to the Covid-19 pandemic. These 20 documents and 369 pages allow us to investigate the different educational policies adopted by the Autonomous Communities of Spain. A critical discourse analysis has been used. The results indicate that the standards fall between two major approaches: a more "progressive" one focused on anchoring basic and relevant learning, emotional support, and formative assessment, where the third non-attendance assessment was considered "ungradable." Another more "conservative" committed to continue teaching contents in the third trimester and to evaluate them, establishing that no promotion or degree will be given with failed subjects. However, there are a series of measures which have generated a very positive pedagogical consensus with regard to future educational policies in this country around "leaving no one behind", making the educational process more flexible, evaluation as an improvement, enhancing the didactic use of technologies, and supporting and strengthening.
{"title":"Políticas Educativas en Tiempos de Coronavirus: La Confrontación Ideológica en España","authors":"Enrique Javier Díez-Gutiérrez, Katherine Gajardo Espinoza","doi":"10.15366/riejs2020.9.3.005","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.005","url":null,"abstract":"The Education Authorities have established instructions and guidelines to regulate the end of the school year, its evaluation and the beginning of the new one, in view of the situation of suspension of classes during the third trimester and the confinement of the population to their homes, decreed in response to the Covid-19 pandemic. These 20 documents and 369 pages allow us to investigate the different educational policies adopted by the Autonomous Communities of Spain. A critical discourse analysis has been used. The results indicate that the standards fall between two major approaches: a more \"progressive\" one focused on anchoring basic and relevant learning, emotional support, and formative assessment, where the third non-attendance assessment was considered \"ungradable.\" Another more \"conservative\" committed to continue teaching contents in the third trimester and to evaluate them, establishing that no promotion or degree will be given with failed subjects. However, there are a series of measures which have generated a very positive pedagogical consensus with regard to future educational policies in this country around \"leaving no one behind\", making the educational process more flexible, evaluation as an improvement, enhancing the didactic use of technologies, and supporting and strengthening.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"83-101"},"PeriodicalIF":3.0,"publicationDate":"2020-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48492579","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 : 2020-06-25DOI: 10.15366/riejs2020.9.3.004
Yliana Mérida Martínez, Luis Alan Acuña Gamboa
The evident change in the socio-educational life that brought about the pandemic by Covid-19 in Chiapas, Mexico, has exposed the pitfalls with which the national and state government institutions face with emergency the needs and demands of the school population. This paper highlights and confronts regional obstacles –in terms of poverty levels, access to goods and educational backwardness– that prevent the optimal implementation of the ‘Learn at Home’ and ‘My School at Home’ programs in the state. The research was carried out from the review and systematization of the statistical data provided by the INEGI and the SEP from 2015 to 2019, and the Geographic Information Systems were also used for the spatial representation of the most representative data. One of the most important findings shows that high levels of poverty and educational backwardness are the common denominator in three regions of Chiapas (Altos Tsotsil-Tseltal, De los Llanos and Tulija Tseltal-Chol) which, in turn, have less access to goods necessary for school work at home under pandemic multimodal education. It is concluded that these emerging educational programs were not designed for the various social realities in which the country is constituted; for this reason, the threat is latent in terms of increasing educational gaps between the regions of Chiapas, as well as between the states of Mexico.
在墨西哥恰帕斯州，新冠肺炎大流行给社会教育生活带来了明显变化，暴露了国家和州政府机构在满足学校人口的紧急需求和要求方面面临的陷阱。本文强调并探讨了阻碍“在家学习”和“我的在家学校”项目在该州最佳实施的区域障碍，包括贫困程度、获得物品和教育落后。通过对2015 - 2019年国家统计局和国家统计局提供的统计数据进行梳理和整理，并利用地理信息系统对最具代表性的数据进行空间表征。一项最重要的调查结果表明，在恰帕斯州的三个地区(Altos Tsotsil-Tseltal、De los Llanos和Tulija Tseltal-Chol)，高度贫困和教育落后是一个共同特点，而在大流行的多模式教育下，这些地区在家里获得学校作业所需物品的机会较少。结论是，这些新兴的教育方案并不是为构成这个国家的各种社会现实而设计的;因此，就恰帕斯地区之间以及墨西哥各州之间日益扩大的教育差距而言，这种威胁是潜在的。
{"title":"Covid-19, Pobreza y Educación en Chiapas: Análisis a los Programas Educativos Emergentes","authors":"Yliana Mérida Martínez, Luis Alan Acuña Gamboa","doi":"10.15366/riejs2020.9.3.004","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.004","url":null,"abstract":"The evident change in the socio-educational life that brought about the pandemic by Covid-19 in Chiapas, Mexico, has exposed the pitfalls with which the national and state government institutions face with emergency the needs and demands of the school population. This paper highlights and confronts regional obstacles –in terms of poverty levels, access to goods and educational backwardness– that prevent the optimal implementation of the ‘Learn at Home’ and ‘My School at Home’ programs in the state. The research was carried out from the review and systematization of the statistical data provided by the INEGI and the SEP from 2015 to 2019, and the Geographic Information Systems were also used for the spatial representation of the most representative data. One of the most important findings shows that high levels of poverty and educational backwardness are the common denominator in three regions of Chiapas (Altos Tsotsil-Tseltal, De los Llanos and Tulija Tseltal-Chol) which, in turn, have less access to goods necessary for school work at home under pandemic multimodal education. It is concluded that these emerging educational programs were not designed for the various social realities in which the country is constituted; for this reason, the threat is latent in terms of increasing educational gaps between the regions of Chiapas, as well as between the states of Mexico.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"61-82"},"PeriodicalIF":3.0,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15366/riejs2020.9.3.004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43766988","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 : 2020-06-16DOI: 10.15366/riejs2020.9.3.003
G. Ruiz
En este trabajo se analizan algunas de las implicancias que ha tenido la pandemia del Covid-19 sobre el ejercicio del derecho a la educación. Se realiza un encuadre que considera el contexto global a través de algunos indicadores recientes sobre los efectos que ha tenido la pandemia en la escolarización, y a partir de ello se intenta elucidar algunas consecuencias sobre el derecho a la educación en función de su contenido en términos pedagógicos, o sea, en la formación y el aprendizaje. En primer lugar, se define el contenido del derecho a la educación desde el enfoque de los derechos humanos y las obligaciones estatales en la materia. En segundo lugar, se realiza un doble análisis del impacto de la pandemia sobre la escolarización masiva, tanto desde una perspectiva macro (al considerar los datos globales) como también desde una perspectiva micro (al contemplar los efectos en los sistemas y en las instituciones de todos los niveles educativos). Se problematizan algunas de las decisiones tomadas por los gobiernos, referidas a la celeridad con que se implementaron programas educación a distancia a través de plataformas digitales, y que han afectado la formación de las personas. Finalmente, se plantean algunos de los escenarios generados y los desafíos que en ellos se evidencian para garantizar el ejercicio de este derecho humano fundamental.
{"title":"Marcas de la Pandemia: El Derecho a la Educación Afectado","authors":"G. Ruiz","doi":"10.15366/riejs2020.9.3.003","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.003","url":null,"abstract":"En este trabajo se analizan algunas de las implicancias que ha tenido la pandemia del Covid-19 sobre el ejercicio del derecho a la educación. Se realiza un encuadre que considera el contexto global a través de algunos indicadores recientes sobre los efectos que ha tenido la pandemia en la escolarización, y a partir de ello se intenta elucidar algunas consecuencias sobre el derecho a la educación en función de su contenido en términos pedagógicos, o sea, en la formación y el aprendizaje. En primer lugar, se define el contenido del derecho a la educación desde el enfoque de los derechos humanos y las obligaciones estatales en la materia. En segundo lugar, se realiza un doble análisis del impacto de la pandemia sobre la escolarización masiva, tanto desde una perspectiva macro (al considerar los datos globales) como también desde una perspectiva micro (al contemplar los efectos en los sistemas y en las instituciones de todos los niveles educativos). Se problematizan algunas de las decisiones tomadas por los gobiernos, referidas a la celeridad con que se implementaron programas educación a distancia a través de plataformas digitales, y que han afectado la formación de las personas. Finalmente, se plantean algunos de los escenarios generados y los desafíos que en ellos se evidencian para garantizar el ejercicio de este derecho humano fundamental.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15366/riejs2020.9.3.003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41544460","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 : 2020-05-28DOI: 10.15366/RIEJS2020.9.3.002
M. Álvarez, Natalia Gardyn, A. Iardelevsky, Gabriel D. Rebello
Within a few days after the beginning of the school year, Argentina has implemented mandatory isolation measures that were initially announced for a period of fifteen days and then extended. This paper approaches the management strategies developed in under mandatory isolation, an analysis of the initial regulations related to curricular development, and its effects in terms of educational segregation. This paper consists in an exploratory and descriptive study which uses qualitative methods, based on documentary analysis and interviews with actors in the educational system who had to carry out policies in such circumstances. Pre-existence of gaps in the access to digital resources, invisibility of real living conditions, dizzying decisions at central government levels combined with the heterogeneity of solutions at the institutional level and at the school group level shows aspects of a deepening in the educational segregation.
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Pub Date : 2020-05-14DOI: 10.15366/riejs2020.9.1.008
Isabel Fernández Menor
The high rates of school failure and dropout that concern Spanish education system have not always been aimed at appropriate actions for reduction. It is considered that schools can display a series of actions that modify the educational disengagement of our students. In this work, it is understood that the feeling of belonging and the school connection are predictors of school failure and drop out, so it is necessary to take care of the relationships of our students, the curriculum or the methodology in order to strengthen a more inclusive education. This study is a micro-project belonging to a big one: Innovation Networks for Educational and Social Inclusion project, in which the questionnaire What works for you? Barriers and supports at school is applied. A descriptive and comparative analysis is performed. The results show positive feelings at different times and places in the center, given the different forms of classroom work and a good sense of belonging and pride towards the center. The comparative analysis indicates significant differences in membership in terms of gender and in all the factors studied in terms of the number of courses in the center and the existence or not of socio-family difficulties. In conclusion, this exploratory study is offered like a starting point towards improvements and actions that are born from the school itself.
{"title":"Estudio Exploratorio sobre las Barreras y Apoyos a la Pertenencia en Educación Secundaria","authors":"Isabel Fernández Menor","doi":"10.15366/riejs2020.9.1.008","DOIUrl":"https://doi.org/10.15366/riejs2020.9.1.008","url":null,"abstract":"The high rates of school failure and dropout that concern Spanish education system have not always been aimed at appropriate actions for reduction. It is considered that schools can display a series of actions that modify the educational disengagement of our students. In this work, it is understood that the feeling of belonging and the school connection are predictors of school failure and drop out, so it is necessary to take care of the relationships of our students, the curriculum or the methodology in order to strengthen a more inclusive education. This study is a micro-project belonging to a big one: Innovation Networks for Educational and Social Inclusion project, in which the questionnaire What works for you? Barriers and supports at school is applied. A descriptive and comparative analysis is performed. The results show positive feelings at different times and places in the center, given the different forms of classroom work and a good sense of belonging and pride towards the center. The comparative analysis indicates significant differences in membership in terms of gender and in all the factors studied in terms of the number of courses in the center and the existence or not of socio-family difficulties. In conclusion, this exploratory study is offered like a starting point towards improvements and actions that are born from the school itself.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"165-189"},"PeriodicalIF":3.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15366/riejs2020.9.1.008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46904216","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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