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Participación Estudiantil, Institucionalidad Escolar y Ciudadanía Democrática: Desafíos Pendientes desde la Experiencia Peruana 学生参与、学校制度和民主公民身份:秘鲁经验以来悬而未决的挑战
IF 3 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.003
Lars Stojnic
The article explores, for the Peruvian case, the potential of the school experience to foster favorable dispositions among the students towards attitudes considered fundamental for democratic sustainability. The article analyzes the relationship between the organization and functioning of student participation mechanisms and self-recognition of one's ability to influence public life. The analysis of the information, product of the combination of uni and bivariate analysis and regressions under the Ordinary Least Squares method, arose from the application of a survey to high school students from six Peruvian public schools. The results evidence the relationship between school experience and the development of democratic attitudes; mainly, with respect to how the effective possibility of the students to influence relevant issues in their school, would affect a greater recognition of themselves as citizens capable to exercise public power. Thus, the article provides evidence to discuss the importance of transcending the electoral (procedural) approach of democracy and to promote that school institutionalism is consistent with the commitment to the formation of citizenship as the democratic main subjectivity.
就秘鲁的案例而言,这篇文章探讨了学校经历在学生中培养对民主可持续性至关重要的态度的良好倾向的潜力。文章分析了学生参与机制的组织和运作与对自己影响公共生活能力的自我认可之间的关系。根据普通最小二乘法对秘鲁六所公立学校的高中生进行的一项调查,对信息进行了分析,这是单变量和双变量分析以及回归的结合产物。研究结果证明了学校经历与民主态度发展之间的关系;主要是关于学生影响学校相关问题的有效可能性,将如何影响对自己作为有能力行使公共权力的公民的更大认可。因此,本文提供了证据来讨论超越民主的选举(程序)方法的重要性,并宣传学校制度主义与公民身份作为民主主体的形成的承诺是一致的。
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引用次数: 2
La Interseccionalidad como Herramienta de Análisis del Fracaso Escolar y del Abandono Educativo: Claves para la Equidad 交叉性作为分析学校失败和辍学的工具:公平的关键
IF 3 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-21 DOI: 10.15366/RIEJS2020.9.2.013
R. Vázquez
The purpose of this paper is to analyse school failure and dropping out from an intersectional perspective. The qualitative research has been the methodological positioning assumed, with ad hoc information collection strategies and from which it has been possible to face the analysis process. The results allow to identify the matrix of domination that is configured from the various systems of domination that play a key role in the concurrence of school failure and dropping out. The four domains of which it is composed are addressed: structural, disciplinary, interpersonal and hegemonic. It concludes with the evidence that intersectionality allows us to situate ourselves in the devices that define and cause inequalities and injustices, or on the contrary, provoke experiences and situations of privilege. Incorporating the intersectionality tool for the analysis of school failure and dropping out allows us to reinforce the idea that they are not neutral, static and immanent. Intersectionality, as a tool for critical analysis, it is our ally to fight for the rights of those who are excluded, discriminated against, marginalized with an educative project, social and political, committed to the common good, equity and social justice.
本文的目的是从交叉的角度分析学校失败和辍学。定性研究是假定的方法论定位,有专门的信息收集策略,可以从中面对分析过程。研究结果允许从各种支配系统中确定支配矩阵,这些支配系统在学校失败和辍学的同时发生中起着关键作用。它涉及四个领域:结构、学科、人际关系和霸权。它的结论是,有证据表明,交叉性使我们能够将自己置于定义和造成不平等和不公正的装置中,或者相反,激发特权的体验和处境。将交叉性工具纳入学校失败和辍学的分析中,可以让我们强化这样一种观念,即它们不是中立的、静态的和内在的。作为批判性分析的工具,跨部门性是我们的盟友,通过社会和政治教育项目,致力于共同利益、公平和社会正义,为那些被排斥、歧视和边缘化的人的权利而战。
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引用次数: 3
Estudio de Caso sobre el Empoderamiento con Mujeres en Ecuador: Elementos para una Intervención Socio-Educativa 厄瓜多尔妇女赋权案例研究:社会教育干预的要素
IF 3 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.008
Bianca F. Serrano, Lourdes Y. Cabrera, Rafael Hernández Maqueda, I. Ballesteros, F. Del Moral
This work shows the results derived from a project focused on improving the socioeconomic empowerment capacity of women in the rural community of Yugsiloma, Ecuador. It was conducted a case study of a biographical-narrative nature. The results show how a large number of barriers are derived from situations of violence, sociocultural expectations, contexts of insecurity and lack of support and infrastructure in the community, while as driving factors, the main productive role of women in the communities stands out, along with the existence of community and collaborative practices related to Andean culture. It concludes by highlighting the need to make the participants' “world of life” visible in order to include components ethnography, psychoeducation, community and sociocultural approaches in cooperation projects with pathways to socioeconomic empowerment of the participants in the community.
这项工作展示了一个项目的成果,该项目的重点是提高厄瓜多尔Yugsiloma农村社区妇女的社会经济赋权能力。这是一个具有传记叙述性质的个案研究。研究结果表明,大量障碍是如何源于暴力、社会文化期望、不安全以及社区缺乏支持和基础设施的情况,而作为驱动因素,妇女在社区中的主要生产作用以及与安第斯文化相关的社区和合作做法的存在都很突出。最后,它强调了让参与者的“生活世界”可见的必要性,以便将民族志、心理教育、社区和社会文化方法纳入合作项目,为社区参与者提供社会经济赋权的途径。
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引用次数: 3
Sostenibilidad Curricular: Una Mirada desde las Aportaciones del Profesorado de la Universidad de Málaga 课程可持续性:马拉加大学教授的贡献
IF 3 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-21 DOI: 10.15366/RIEJS2020.9.2.015
María José Alcalá del Olmo Fernández, María Jesús Santos Villalba, J. Leiva, Antonio Matas
The purpose of this study has been to know the perceptions and competencies of professionals in education at the University of Malaga in the implementation of the Education for Sustainable Development. Following a qualitative methodology, ad hoc semi-structured interviews have been designed based on an interpretative paradigm. The sample has been made up of teachers corresponding to the Degree in Primary Education and Social Education of the University of Malaga. The questions addressed have allowed us to assess the extent to which university professors have integrated the speech of the sustainability on their professional role, as well as the relationships between the university and the need to work an education committed to improving and respecting the environment. Among some of the results obtained, the existence of difficulties in systematically working on sustainability stands out, due to the lack of specific training. Favourable attitudes have been observed in the teaching staff towards introducing changes in their practice aimed at the transversal integration of sustainability, either looking for epistemological links or connections or, where appropriate, emphasizing greater prominence to the acquisition of practical skills in the student learning process. As with other studies, it is clear the importance of interdisciplinary work, permanent training and a predisposition to research.
本研究的目的是了解马拉加大学教育专业人员在实施可持续发展教育方面的看法和能力。按照定性方法,特设半结构化访谈是在解释范式的基础上设计的。样本由马拉加大学初等教育和社会教育学位的教师组成。所解决的问题使我们能够评估大学教授在多大程度上将可持续性的言论纳入了他们的专业角色,以及大学与致力于改善和尊重环境的教育需求之间的关系。在取得的一些成果中,由于缺乏具体的培训,在系统地开展可持续性工作方面存在着突出的困难。在教学人员中观察到,他们对在实践中引入旨在横向整合可持续性的变革持积极态度,要么寻找认识论联系或联系,要么在适当的情况下,强调在学生学习过程中更加重视实践技能的获取。与其他研究一样,跨学科工作、长期培训和研究倾向的重要性显而易见。
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引用次数: 3
Subjetividades del Profesorado de Artes y su Rol como Agentes/as de Cambio 艺术教师的主体性及其作为变革推动者的作用
IF 3 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.009
R. García-Huidobro, Ninoska Schenffeldt Ulloa
The article shows the results of the study “Professional subjectivities of artists-teachers in the Los Lagos Region. Transformations of the social into cultural commitment”, which sought to know the subjectivities of the visual arts teachers of the Region Los Lagos in Chile and understand how these subjectivities contribute to the social and cultural development of the region. A mixed methodology was used, with the application of one survey and four focus groups. As main results of the qualitative phase, we find that the shaping of the subjectivities of the artists-teachers and their social and cultural contribution arises from three categories: i) Personal Artistic Creation Located; its doing is a situated practice that involves political decisions of how to rethink the world in a given context, making it ontological-episte-methodological. ii) The Artistic; which will transform and mediate in the social space and iii) Agents of change; where it takes transformative action out of the classroom, promoting participatory action beyond the formal. These onto-episte-methodological practices of the artists-teachers are actions that go directly to disrupt the previously established social-artistic space. The subjectivities of the teaching artist are the very possibility of social transformation of the territory, generating new senses, as a collaborative way of promoting changes through the arts.
本文展示了“洛斯拉各斯地区艺术家教师的职业主观主义。社会向文化承诺的转变”研究的结果,该研究旨在了解智利洛斯拉戈斯地区视觉艺术教师的主观主义,并了解这些主观主义如何促进该地区的社会和文化发展。采用了混合方法,采用了一项调查和四个重点小组。作为定性阶段的主要结果,我们发现艺术家教师主体性的形成及其社会文化贡献主要有三类:一是个人艺术创作定位;它的行为是一种情境实践,涉及如何在特定背景下重新思考世界的政治决策,使其成为本体论书信论方法论。ii)艺术;它将在社会空间中进行变革和调解,以及iii)变革的推动者;它在课堂之外采取变革性行动,促进正式之外的参与性行动。艺术家和教师的这些书信方法论实践是直接破坏先前建立的社会艺术空间的行为。教学艺术家的主体性正是领土社会转型的可能性,产生新的感觉,作为通过艺术促进变革的合作方式。
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引用次数: 2
Trayectorias Educativas en el Marco de la Implementación del Ingreso Irrestricto en una Universidad Argentina 在阿根廷大学实施无限制入学的背景下的教育轨迹
IF 3 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.006
Gloria Isabel Luy Gonzalez, Florencia Nogueira, M. D. Del Valle, María Carolina Grossi
In the last decades, public policies aimed at the democratization of education have led to the modification of the regulations for admission and retention in the national universities of Argentina. This research aims to explore the university students’ perceptions about their own educational trajectories in the context of the unrestricted entry policies, and in relation to social, economic, and institutional factors. Semi-structured interviews were conducted with 40 students. The results indicate a divergence in educational trajectories in favor of the groups of students who belong to the most favored social sectors; those who can be economically supported by their parents and those who do not need to work. The interviews also reflect the difficulties that the university system faces (infrastructure, human resources) in responding to the demands of the increase in the number of students. In general, students value the importance of training and supporting freshmen, and the need for teachers with a high academic, pedagogical, and professional background.
在过去几十年里,旨在实现教育民主化的公共政策导致了阿根廷国立大学入学和留校条例的修改。本研究旨在探讨自由入学政策背景下大学生对自身教育轨迹的认知,以及与社会、经济和制度因素的关系。对40名学生进行了半结构化访谈。结果表明,教育轨迹的分化有利于那些属于最受青睐的社会阶层的学生群体;那些在经济上可以得到父母支持的人,以及那些不需要工作的人。这些访谈也反映了大学系统在应对学生数量增加的需求时所面临的困难(基础设施、人力资源)。一般来说,学生重视培训和支持新生的重要性,以及对具有较高学术、教学和专业背景的教师的需求。
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引用次数: 1
Estudio sobre la Calidad de la Educación en Escuelas de Barrios Periféricos de Santiago de Chile: ¿Una Justicia ante la Marginalización Social? 智利圣地亚哥郊区学校教育质量研究:面对社会边缘化的正义?
IF 3 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.001
I. Reyes
The country's school reforms have placed special importance on the quality of the standardized results that measure student learning. Performance measurement appears as the gateway to progress. The following contribution deals with the schooling of children in three peripheral communities of the Santiago Metropolitan Region. In particular, we will address the views of teachers from municipal and private subsidized schools. Life in a southern zone population is evidence of what the Peruvian sociologist Anibal Quijano called the marginal pole and/or social exclusion. This study seeks to reflect on the quality of education, in light of the experience of schools in peripheral neighborhoods. Also, to observe differences between municipal schools and subsidized private schools. For this we will concentrate on the positioning on the SIMCE test. Social justice appears as the entrance to progress based on the quality of education and individual meritocracy; on the other hand, a short-term justice that translates into assuming the conditions of poverty of students and providing socio-affective support.
该国的学校改革特别重视衡量学生学习的标准化成绩的质量。绩效衡量显示为进步的门户。以下资料涉及圣地亚哥大都会区三个外围社区的儿童教育问题。我们会特别听取市政及私立资助学校教师的意见。南部地区人口的生活证明了秘鲁社会学家阿尼巴尔·奎亚诺所说的边缘极点和/或社会排斥。这项研究试图根据周边社区学校的经验来反思教育质量。此外,观察市立学校和资助私立学校之间的差异。为此,我们将专注于SIMCE测试的定位。社会正义似乎是在教育质量和个人精英统治的基础上取得进步的入口;另一方面,一种短期的正义,转化为承担学生的贫困条件并提供社会情感支持。
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引用次数: 2
La Educación Secundaria en Argentina: Obligatoriedad, Inclusión y Producción de Nuevas/Viejas Desigualdades Escolares 阿根廷的中学教育:义务教育、包容和产生新的/旧的学校不平等
IF 3 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.005
Y. D. Maturo, M. C. Bocchio, E. Miranda
In Argentina, conditions of access, permanence and promotion in secondary school have been transformed in the last two decades. The right to education is the political banner of the current laws of National Education and Technical Vocational. Based on qualitative research that responds to case studies, we propose to analyze and problematize, from the contributions of Nancy Fraser and Stephen Ball, two instruments of educational policies promoted in secondary schools of Cordoba city where assist a population affected by multiple inequalities: The New Academic Regime, as an instrument designed to reform the school format and, Professionalization Practices under the internship format, as an instrument to get inside the work world. We propose as a guiding hypothesis that the enactment of both instruments promotes dynamics that fight against school exclusion while legitimizes new school inequalities. The results seek to contribute to the current debates about the dynamics and tensions of the processes of educational inclusion/ exclusion in secondary school.
在阿根廷,中学入学、留级和晋升的条件在过去二十年中发生了变化。受教育权是现行国家教育和职业技术法律的政治旗帜。基于对案例研究的定性研究,我们建议从Nancy Fraser和Stephen Ball的贡献中分析和解决科尔多瓦市中学推行的两项教育政策工具,这两项工具帮助了受多重不平等影响的人口:新学术制度,作为一项旨在改革学校形式的工具,实习形式下的专业化实践,作为进入工作世界的工具。我们提出了一个指导性假设,即这两项文书的颁布促进了反对学校排斥的动力,同时使新的学校不平等合法化。研究结果旨在为当前关于中学教育包容/排斥过程的动态和紧张关系的辩论做出贡献。
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引用次数: 0
¿Qué Piensan Estudiantes de Primaria Bonaerenses y Madrileños sobre la Participación Escolar? 布宜诺斯艾利斯和马德里的小学生对学校参与有什么看法?
IF 3 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-21 DOI: 10.15366/riejs2020.9.2.010
A. Juanes, Liliana Jacott
The present study aims to find out the ideas that 4th and 6th grade Primary Education students in Madrid and Buenos Aires have about school participation. 153 individual semi-structured interviews were conducted with girls and boys aged 9 and 11 from both countries, in which they were asked to resolve a specific dilemma regarding democratic participation in schools. The results show that girls and boys in 4th and 6th grade of primary school in both cities mostly maintain a conception of participation from an approach that emphasizes the role of personal autonomy in democratic decision-making, in contrast to a focus more centered on authority and merit. There are also gender differences in the representations of school participation in both samples, as well as differences by city in these representations. We conclude by highlighting the importance of investigating how different children's representations develop and coordinate when they interpret and evaluate social reality based on their own experiences with particular cultural practices and educational contexts, in order to account for participation, decision-making and social justice.
本研究旨在了解马德里和布宜诺斯艾利斯小学四年级和六年级学生对学校参与的看法。对两国9岁和11岁的女孩和男孩进行了153次个人半结构化访谈,要求他们解决学校民主参与方面的具体困境。结果表明,这两个城市小学4年级和6年级的女孩和男孩大多保持着一种参与的观念,这种观念强调个人自主在民主决策中的作用,而不是更注重权威和功绩。在两个样本中,学校参与的表现也存在性别差异,这些表现也存在城市差异。最后,我们强调了调查不同儿童的表征如何发展和协调的重要性,当他们根据自己在特定文化实践和教育背景下的经历来解释和评估社会现实时,以考虑参与、决策和社会正义。
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引用次数: 1
Apoyos para la Calidad de Vida de Escolares con y sin Discapacidad: Revisión de Literatura 支持残疾和非残疾学生的生活质量:文献综述
IF 3 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2020-11-21 DOI: 10.15366/RIEJS2020.9.2.016
Victoria Sánchez-Gómez, Mauricio López, A. M. Amor, M. Verdugo
Actualmente, existe consenso sobre la necesidad de adoptar enfoques de apoyos alineados con la mejora de la calidad de vida, y así favorecer la inclusión de los estudiantes con discapacidad, desde una óptica de derechos y justicia social. No obstante, son escasos los trabajos que diseñen y orienten los apoyos a este fin, volviéndose necesario profundizar en las evidencias disponibles, y así proveer referencias y directrices al respecto. El objetivo fue realizar una revisión sobre los apoyos que se implementan con un enfoque de calidad de vida en contextos escolares ordinarios, identificando la naturaleza de los apoyos, su vinculación y características. Se realizó una revisión sistemática de literatura publicada en el periodo 2008-2018 en las bases ERIC, PsycINFO, ProQuest Central y Scielo. Los hallazgos confirman la escasez de trabajos orientados, implícita o explícitamente, a la mejora de la calidad de vida, lo que es aún más evidente en niveles educativos secundarios. Se discuten posibles implicaciones para la investigación y la práctica en el desarrollo de marcos integradores que alineen derechos, apoyos y calidad de vida, y fomenten las oportunidades de inclusión.
目前,人们一致认为,有必要采取与提高生活质量相一致的支持办法,从而从权利和社会正义的角度促进残疾学生的包容。然而,很少有工作为此目的设计和指导支持,因此有必要深入研究现有证据,从而提供这方面的参考和指导。其目的是审查在普通学校环境中以生活质量方法实施的支持,确定支持的性质、联系和特点。对2008-2018年期间在Eric、Psycinfo、Proquest Central和Scielo基金会发表的文献进行了系统审查。研究结果证实,缺乏含蓄或明确旨在提高生活质量的工作,这在中学教育水平上更为明显。讨论了研究和实践在制定协调权利、支持和生活质量并促进包容性机会的包容性框架方面可能产生的影响。
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引用次数: 7
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Revista Internacional de Educacion para la Justicia Social
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