Pub Date : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.009
Leandro M. Santos, D. Grisales, José Suero Rico
The pandemic led to suspension of face-to-face classes and the implementation of virtual education. The objective of this study was to diagnose and analyze the perception of university students and their technological accessibility during the educational emergency in the southwest of the Dominican Republic (January-April 2020). A mixed research method was used, a survey was applied, and responses were analyzed using descriptive statistics and statistical inference, descriptive analysis, and semantic network construction. Regarding technological accessibility, the results show that the use of phones predominates rather than computers and lack of Internet access. According to students there are more negative aspects than positives in virtual education, as technological equipment and internet accessibility are lacking, resulting in frustration and discomfort, as well as learning difficulties. Also, the overload of subjects and activities, since more than 60 tasks were assigned to develop in a month, which for them shows insensitivity of teachers in the face of the situation. Social distancing generated anxiety due to isolation and lack of concentration for learning. Among the positive aspects is the use of technology, which facilitates learning and allows the continuity of studies.
{"title":"Percepción y Accesibilidad Tecnológica de Universitarios en el Suroeste de República Dominicana durante el Covid-19","authors":"Leandro M. Santos, D. Grisales, José Suero Rico","doi":"10.15366/RIEJS2021.10.1.009","DOIUrl":"https://doi.org/10.15366/RIEJS2021.10.1.009","url":null,"abstract":"The pandemic led to suspension of face-to-face classes and the implementation of virtual education. The objective of this study was to diagnose and analyze the perception of university students and their technological accessibility during the educational emergency in the southwest of the Dominican Republic (January-April 2020). A mixed research method was used, a survey was applied, and responses were analyzed using descriptive statistics and statistical inference, descriptive analysis, and semantic network construction. Regarding technological accessibility, the results show that the use of phones predominates rather than computers and lack of Internet access. According to students there are more negative aspects than positives in virtual education, as technological equipment and internet accessibility are lacking, resulting in frustration and discomfort, as well as learning difficulties. Also, the overload of subjects and activities, since more than 60 tasks were assigned to develop in a month, which for them shows insensitivity of teachers in the face of the situation. Social distancing generated anxiety due to isolation and lack of concentration for learning. Among the positive aspects is the use of technology, which facilitates learning and allows the continuity of studies.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"10 1","pages":"145-165"},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48084420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.012
Vicente Véliz Briones, J. Morales, Gregorio Vásconez, Luz García Cruzatty
In Ecuador, higher education system has experienced a great expansion both in the number of students who aspire to obtain a university degree and in public institutions of higher education (PIHE). Most of which are funded by the government, which historically has been impartially allocated the budgets benefiting PIHE traditionally considered elitist, for its student selection process. The aim of this investigation was to determine the impact of the Mateo effect on PIHE from Ecuador, within the 2014-2018 period. The methodology used a non-experimental design to describe the longitudinal and transversal trends. Data of 26 PIHE was gathered from governmental web pages and the data base Scopus. The analysis took into consideration the annual budget, effectiveness of its execution, number of students, the percentage assigned for research as well as the number of publications indexed in Scopus. Overall results evidenced: 1) the greater budgets given to elite PIHE, regardless of their smaller number of students and indexed publications, 2) the financial constraints affronted by less elite PIHE that hindered their academic growth, and 3) the urgent need for a change in the prevailing financial politic, that counteracts the principles of equity and quality education for all ecuatorians.
{"title":"Injusta Distribución del Presupuesto entre las Universidades Públicas del Ecuador: Efecto Mateo","authors":"Vicente Véliz Briones, J. Morales, Gregorio Vásconez, Luz García Cruzatty","doi":"10.15366/RIEJS2021.10.1.012","DOIUrl":"https://doi.org/10.15366/RIEJS2021.10.1.012","url":null,"abstract":"In Ecuador, higher education system has experienced a great expansion both in the number of students who aspire to obtain a university degree and in public institutions of higher education (PIHE). Most of which are funded by the government, which historically has been impartially allocated the budgets benefiting PIHE traditionally considered elitist, for its student selection process. The aim of this investigation was to determine the impact of the Mateo effect on PIHE from Ecuador, within the 2014-2018 period. The methodology used a non-experimental design to describe the longitudinal and transversal trends. Data of 26 PIHE was gathered from governmental web pages and the data base Scopus. The analysis took into consideration the annual budget, effectiveness of its execution, number of students, the percentage assigned for research as well as the number of publications indexed in Scopus. Overall results evidenced: 1) the greater budgets given to elite PIHE, regardless of their smaller number of students and indexed publications, 2) the financial constraints affronted by less elite PIHE that hindered their academic growth, and 3) the urgent need for a change in the prevailing financial politic, that counteracts the principles of equity and quality education for all ecuatorians.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"10 1","pages":"197-210"},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46697436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.001
David Subero
The Funds of Knowledge (FoK), since their origin in the early nineties, have aimed at developing sensitive and contextualized school educational practices to the family experiences of culturally diverse students. From a sociocultural approach, the program has become a benchmark in educational social justice practices, assuming a critical approach and placing structural inequalities, power relations and the perspective of cultural deficit in education at the center of its transformative action. In turn, it proposes a theoretical-methodological framework to recover the dignity and representativeness of families in schools, through their knowledge, resources and strengths. The procedure consists of visiting the families by the teachers and collecting the funds of knowledge through interviews and ethnographic techniques, to then develop didactic units in the school context. Next, three educational experiences in the Spanish context are presented, guided by the FoK approach, where original, redistributive and representative pedagogical practices are highlighted with the aim of improving educational processes of cultural congruence and the development of inclusive cultures.
{"title":"Desarrollando Fondos de Conocimiento: Prácticas Educativas Socialmente Justas en el Contexto Español","authors":"David Subero","doi":"10.15366/RIEJS2021.10.1.001","DOIUrl":"https://doi.org/10.15366/RIEJS2021.10.1.001","url":null,"abstract":"The Funds of Knowledge (FoK), since their origin in the early nineties, have aimed at developing sensitive and contextualized school educational practices to the family experiences of culturally diverse students. From a sociocultural approach, the program has become a benchmark in educational social justice practices, assuming a critical approach and placing structural inequalities, power relations and the perspective of cultural deficit in education at the center of its transformative action. In turn, it proposes a theoretical-methodological framework to recover the dignity and representativeness of families in schools, through their knowledge, resources and strengths. The procedure consists of visiting the families by the teachers and collecting the funds of knowledge through interviews and ethnographic techniques, to then develop didactic units in the school context. Next, three educational experiences in the Spanish context are presented, guided by the FoK approach, where original, redistributive and representative pedagogical practices are highlighted with the aim of improving educational processes of cultural congruence and the development of inclusive cultures.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"10 1","pages":"13-25"},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66985855","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 monographic issue arises within the framework of the project entitled: “Inclusion and improvement of learning through educational contextualization. Advances in the approximation of the Knowledge and Identity Funds ”, financed by the Ministry of Economy, Industry and Competitiveness (MINECO), the State Research Agency (AEI) and the European Regional Development Fund (ERDF, EU) (reference: EDU2017-83363-R); as well as in the context and promotion of the international network “Funds of Knowledge Alliance” (https://fundsofknowledge.org).
{"title":"Fondos de conocimiento para la justicia social. Alianzas familia-escuela para la transformación educativa","authors":"Javier González-Patiño, Moisés Esteban-Guitart","doi":"10.15366/riejs2021.10.1","DOIUrl":"https://doi.org/10.15366/riejs2021.10.1","url":null,"abstract":"This monographic issue arises within the framework of the project entitled: “Inclusion and improvement of learning through educational contextualization. Advances in the approximation of the Knowledge and Identity Funds ”, financed by the Ministry of Economy, Industry and Competitiveness (MINECO), the State Research Agency (AEI) and the European Regional Development Fund (ERDF, EU) (reference: EDU2017-83363-R); as well as in the context and promotion of the international network “Funds of Knowledge Alliance” (https://fundsofknowledge.org).","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45872619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.007
Adriana Álvarez
This study analyzed how bilingual multimodal projects that children and families from Mexican immigrant backgrounds created together facilitated expressions of their funds of knowledge and funds of identity as part of classroom instruction. Twenty-two students and their families participated creating biliteracy family projects that integrated their lives, experiential knowledge and bilingualism into classroom learning in their first-grade bilingual classroom in a U.S. school. Drawing from a sociocultural theoretical lens informed by funds of knowledge, funds of identity and multimodal social semiotics perspectives, children’s projects depicted their transnational experiences and their close family networks of support as important funds of knowledge in their lives. Findings illustrate how children internalized these experiences as funds of identity, which included their self-expressions and identity constructions that asserted 1) their Mexican heritage and cultural simultaneity, 2) their roles to maintain family ties and contribute to the family’s well-being, and 3) their future selves and aspirations. A culturally sustaining project-based approach toward inviting and integrating children’s funds of knowledge and funds of identity can afford pedagogical advances that also foster family collaboration and challenge deficit ideologies by illuminating the depth and richness of children’s experiences, and how these are incorporated to construct their identities.
{"title":"Connecting Funds of Knowledge to Funds of Identity through a Bilingual Multimodal Project-Based Approach","authors":"Adriana Álvarez","doi":"10.15366/RIEJS2021.10.1.007","DOIUrl":"https://doi.org/10.15366/RIEJS2021.10.1.007","url":null,"abstract":"This study analyzed how bilingual multimodal projects that children and families from Mexican immigrant backgrounds created together facilitated expressions of their funds of knowledge and funds of identity as part of classroom instruction. Twenty-two students and their families participated creating biliteracy family projects that integrated their lives, experiential knowledge and bilingualism into classroom learning in their first-grade bilingual classroom in a U.S. school. Drawing from a sociocultural theoretical lens informed by funds of knowledge, funds of identity and multimodal social semiotics perspectives, children’s projects depicted their transnational experiences and their close family networks of support as important funds of knowledge in their lives. Findings illustrate how children internalized these experiences as funds of identity, which included their self-expressions and identity constructions that asserted 1) their Mexican heritage and cultural simultaneity, 2) their roles to maintain family ties and contribute to the family’s well-being, and 3) their future selves and aspirations. A culturally sustaining project-based approach toward inviting and integrating children’s funds of knowledge and funds of identity can afford pedagogical advances that also foster family collaboration and challenge deficit ideologies by illuminating the depth and richness of children’s experiences, and how these are incorporated to construct their identities.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"10 1","pages":"105-124"},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43018165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.011
Javier Molina-Pérez, Cristina Pulido-Montes
This research attempts to understand how teachers are experiencing the transformation from face-to-face teaching to online teaching as a consequence of COVID-19 and its professional and educational implications. It presents an initial exploration of a larger study using a qualitative methodological approach. Through eighteen semi-structured interviews with teachers of Compulsory Secondary Education and Baccalaureate in Andalusia, a picture of a teacher's experience of remote education is (re)constructed. The precariousness of the available digital infrastructure, the lack of resources and the existing digital limitations are evident. The educational consequences in terms of inequality for students and the market opportunity for edubisness is also highlighted. On the other hand, it also revealed the anguish experienced by the teachers faced with perceived abandonment by the educational administration. Difficulties were reported in view of the urgency of this “improvised” educational response where teachers do not have the resources, training and means to develop it. This has resulted in emotional tensions, unhappiness amongh teachers and the assumption of responsibility for the educational follow-up of students that have caused imbalances in the dimensions that determine the professional identity of teachers.
{"title":"COVID-19 y Digitalización “Improvisada” en Educación Secundaria: Tensiones Emocionales e Identidad Profesional Cuestionada","authors":"Javier Molina-Pérez, Cristina Pulido-Montes","doi":"10.15366/RIEJS2021.10.1.011","DOIUrl":"https://doi.org/10.15366/RIEJS2021.10.1.011","url":null,"abstract":"This research attempts to understand how teachers are experiencing the transformation from face-to-face teaching to online teaching as a consequence of COVID-19 and its professional and educational implications. It presents an initial exploration of a larger study using a qualitative methodological approach. Through eighteen semi-structured interviews with teachers of Compulsory Secondary Education and Baccalaureate in Andalusia, a picture of a teacher's experience of remote education is (re)constructed. The precariousness of the available digital infrastructure, the lack of resources and the existing digital limitations are evident. The educational consequences in terms of inequality for students and the market opportunity for edubisness is also highlighted. On the other hand, it also revealed the anguish experienced by the teachers faced with perceived abandonment by the educational administration. Difficulties were reported in view of the urgency of this “improvised” educational response where teachers do not have the resources, training and means to develop it. This has resulted in emotional tensions, unhappiness amongh teachers and the assumption of responsibility for the educational follow-up of students that have caused imbalances in the dimensions that determine the professional identity of teachers.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"10 1","pages":"181-196"},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.010
Ana Cristina Ruiz-Mosquera, M. J. Vázquez-Fernández, Evaristo Barrera-Algarín
A research study is carried out with NEET young people to find out how a visit to a labour insertion centre can influence. Hypothesis: The programs of work insertion centers of NEET young people are able to strengthen self-esteem and reduce the fear of negative evaluation. The programs of work insertion centers of NEET young people are able to strengthen self-esteem and reduce the fear of negative evaluation. Methodology: Experimental research type Posttest-Only Control Group Design, with 2 control groups, with 34 subjects that are placed in 3 groups: Experimental group (9 months and more in programs of work insertion centers), and control group B (between 3-8 months). A survey of socio-demographic variables is applied, Rosenberg's Self-Esteem Scale, and Fear of Negative Evaluation Scale (FNES), through individualized interviews. Frequency analysis, correlation analysis, reliability analysis and Mann-Whitney U test are applied. Results: NEET youths access to social and work insertion programs looking for aspects of improvement in their lives. There is an improvement in self-esteem and a reduction in their fear of negative evaluation; Both factors are also correlated (p < 0,001). More time in the programs is spent involving the youths in terms of assiduity and attendance.
{"title":"Intervención con Jóvenes NiNi en Centros de Inserción Socio Laboral: Mejora de la Autoestima y el Miedo a la Evaluación Negativa","authors":"Ana Cristina Ruiz-Mosquera, M. J. Vázquez-Fernández, Evaristo Barrera-Algarín","doi":"10.15366/RIEJS2021.10.1.010","DOIUrl":"https://doi.org/10.15366/RIEJS2021.10.1.010","url":null,"abstract":"A research study is carried out with NEET young people to find out how a visit to a labour insertion centre can influence. Hypothesis: The programs of work insertion centers of NEET young people are able to strengthen self-esteem and reduce the fear of negative evaluation. The programs of work insertion centers of NEET young people are able to strengthen self-esteem and reduce the fear of negative evaluation. Methodology: Experimental research type Posttest-Only Control Group Design, with 2 control groups, with 34 subjects that are placed in 3 groups: Experimental group (9 months and more in programs of work insertion centers), and control group B (between 3-8 months). A survey of socio-demographic variables is applied, Rosenberg's Self-Esteem Scale, and Fear of Negative Evaluation Scale (FNES), through individualized interviews. Frequency analysis, correlation analysis, reliability analysis and Mann-Whitney U test are applied. Results: NEET youths access to social and work insertion programs looking for aspects of improvement in their lives. There is an improvement in self-esteem and a reduction in their fear of negative evaluation; Both factors are also correlated (p < 0,001). More time in the programs is spent involving the youths in terms of assiduity and attendance.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"10 1","pages":"167-180"},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46183144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.003
Macarena Lamas Aicón, Patricia Thibaut
The number of foreign students in educational establishments has increased in recent years. In this context, this study asks about the Funds of Knowledge (FoK) of Venezuelan families living in the south of Chile, as well as about the continuities/discontinuities with the educational practices of the Chilean public school. Using qualitative methodology with an ethnographic focus, a total of fifteen interviews were carried out with five Venezuelan families, in addition to two group interviews with the teachers of the schools where the children of these family’s study. The results obtained through content analysis indicate: high continuity of practices, means and ends between families and schools; high appreciation by teachers of these migrant families, in relation to the sophisticated Fok they possess associated with their cultural capital and their good school performance, in contrast to local schoolchildren. This suggests greater continuity between Venezuelan households and schools than between Chilean households and schools. In this sense, the adherence to social justice highlights the need to also attend to the contexts in which local students are developing, considering integrating their own FoK into curricular projects.
{"title":"Continuidad Educativa y Fondos de Conocimiento de Familias Venezolanas en Chile","authors":"Macarena Lamas Aicón, Patricia Thibaut","doi":"10.15366/RIEJS2021.10.1.003","DOIUrl":"https://doi.org/10.15366/RIEJS2021.10.1.003","url":null,"abstract":"The number of foreign students in educational establishments has increased in recent years. In this context, this study asks about the Funds of Knowledge (FoK) of Venezuelan families living in the south of Chile, as well as about the continuities/discontinuities with the educational practices of the Chilean public school. Using qualitative methodology with an ethnographic focus, a total of fifteen interviews were carried out with five Venezuelan families, in addition to two group interviews with the teachers of the schools where the children of these family’s study. The results obtained through content analysis indicate: high continuity of practices, means and ends between families and schools; high appreciation by teachers of these migrant families, in relation to the sophisticated Fok they possess associated with their cultural capital and their good school performance, in contrast to local schoolchildren. This suggests greater continuity between Venezuelan households and schools than between Chilean households and schools. In this sense, the adherence to social justice highlights the need to also attend to the contexts in which local students are developing, considering integrating their own FoK into curricular projects.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"10 1","pages":"41-54"},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46707232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.015
Catalina Acosta Oidor, Luz Ángela Tabares Rojas, P. N. Castillo Acosta, María Catalina López Andrade, Luisa Fernanda Luque Ramírez, Ana María Ortiz Arévalo, Nataly Vargas Rodríguez
The following article is the result of an investigation about mechanisms and strategies applied in high school education to generate what's known as “peace culture in Colombia”, a society that seeks to transform a generalized context of armed conflict into one were negotiated solutions are the first choice. The intention of transforming this context was manifested in the peace treaty of 2016 between the Colombian Government (2010-2018) and FARC guerrilla. During the second half of the twentieth century, society has experienced the consequences of this conflict, which are evidenced in the prioritization of violence as a mechanism to mediate differences. Because of this, it is necessary to display the different ways in which society is being prepared to live in a peaceful environment. One of the most important areas to accomplish this is the education system (pre-school, middle school, high school, College, university etc.). In the following research two schools and their experiences are studied (IED Antonio Jose Uribe and Colegio Santa Francisca Romana located in Bogota) using mixed methods such as, surveys, interviews and workshops. The results showed how peace and violence are two aspects present in the daily life and not necessarily narrowed down to politics.
以下文章是对高中教育中应用的机制和策略进行调查的结果，以产生所谓的“哥伦比亚和平文化”，一个寻求将武装冲突的普遍背景转变为谈判解决方案是首选的社会。2016年哥伦比亚政府（2010-2018年）与哥伦比亚革命武装力量游击队签订的和平条约表明了改变这一背景的意图。在二十世纪下半叶，社会经历了这场冲突的后果，将暴力作为调解分歧的机制列为优先事项就是明证。因此，有必要展示社会准备在和平环境中生活的不同方式。实现这一目标的最重要领域之一是教育系统（学前教育、中学、高中、学院、大学等）。在以下研究中，使用调查、访谈和研讨会等混合方法研究了两所学校及其经验（位于波哥大的IED Antonio Jose Uribe和Colegio Santa Francisca Romana）。研究结果表明，和平和暴力是日常生活中的两个方面，不一定局限于政治。
{"title":"Estrategias y Mecanismos para la Construcción de una Cultura de Paz en la Educación Secundaria en Bogotá, Colombia","authors":"Catalina Acosta Oidor, Luz Ángela Tabares Rojas, P. N. Castillo Acosta, María Catalina López Andrade, Luisa Fernanda Luque Ramírez, Ana María Ortiz Arévalo, Nataly Vargas Rodríguez","doi":"10.15366/RIEJS2021.10.1.015","DOIUrl":"https://doi.org/10.15366/RIEJS2021.10.1.015","url":null,"abstract":"The following article is the result of an investigation about mechanisms and strategies applied in high school education to generate what's known as “peace culture in Colombia”, a society that seeks to transform a generalized context of armed conflict into one were negotiated solutions are the first choice. The intention of transforming this context was manifested in the peace treaty of 2016 between the Colombian Government (2010-2018) and FARC guerrilla. During the second half of the twentieth century, society has experienced the consequences of this conflict, which are evidenced in the prioritization of violence as a mechanism to mediate differences. Because of this, it is necessary to display the different ways in which society is being prepared to live in a peaceful environment. One of the most important areas to accomplish this is the education system (pre-school, middle school, high school, College, university etc.). In the following research two schools and their experiences are studied (IED Antonio Jose Uribe and Colegio Santa Francisca Romana located in Bogota) using mixed methods such as, surveys, interviews and workshops. The results showed how peace and violence are two aspects present in the daily life and not necessarily narrowed down to politics.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"10 1","pages":"245-258"},"PeriodicalIF":3.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46988024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-28DOI: 10.15366/RIEJS2021.10.1.006
F. Díaz Barriga, Ramsés Barroso, Edmundo López
Se reporta la experiencia de fotovoz, estrategia de fotografia participativa derivada de la investigacion accion participativa, con 30 estudiantes y profesores de la Normal Rural de Ayotzinapa, en Guerrero, Mexico. Los participantes plasmaron como colectivo su interpretacion de la justicia social y del papel del profesorado rural, que definieron como “pobres que educan pobres”. Las fotografias del entorno circundante, los murales e imagenes-objeto con narrativas de identidad grupal, plasman los fondos geograficos e historicos del contexto rural e indigena donde se forman para la docencia. Desvelaron sus redes de apoyo, la importancia de la familia, los simbolos de identidad enraizados en la cultura mexicana y las practicas socioculturales vinculadas con un modelo educativo nacionalista basado en el socialismo, la educacion pragmatica y experiencial. Se da cuenta de su vision critica del sistema capitalista y del activismo politico que los caracteriza. La desaparicion forzada de 43 estudiantes de esta escuela en septiembre de 2014 conmociono al mundo y genero un amplio debate sobre la justicia social. Este hito historico para la comunidad de Ayotzinapa permea su identidad docente, el sentido de su papel como agentes de cambio social y activistas politicos. Se presenta el sitio web con imagenes y narrativas.
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