Pub Date : 2020-11-21DOI: 10.15366/riejs2020.9.2.011
R. Cuenca, Carlos E. Urrutia
Civic education is a fundamental part of countries' education systems and especially important in a context of democracies with many challenges and changes. In Peru, research on the subject has been limited to the educational dimension of civic education and not to its educational achievement or its relationship to democratic attitudes. The objective of this article is to find the effect of knowledge of civic education content on the democratic attitudes of Peruvian secondary school students controlled by different variables. With that objective, a multilevel regression model considering the student and the school is estimated, together with a probability model, to explore the determinants of the student's interest in the policy, using data from the ICSS 2016 assessment. The results indicate that civic knowledge is an important predictor of almost all democratic attitudes, but it has less impact than gender and interest in politics (of the student and the mother). Only for the social tolerance and institutionality variables, the civic knowledge score is one of the most important predictors. Likewise, a relationship between student interest in politics and civic knowledge scores is ruled out, the latter not being significant in explaining such interest.
{"title":"Educación Cívica y Actitudes Democráticas en Estudiantes de Educación Secundaria en el Perú","authors":"R. Cuenca, Carlos E. Urrutia","doi":"10.15366/riejs2020.9.2.011","DOIUrl":"https://doi.org/10.15366/riejs2020.9.2.011","url":null,"abstract":"Civic education is a fundamental part of countries' education systems and especially important in a context of democracies with many challenges and changes. In Peru, research on the subject has been limited to the educational dimension of civic education and not to its educational achievement or its relationship to democratic attitudes. The objective of this article is to find the effect of knowledge of civic education content on the democratic attitudes of Peruvian secondary school students controlled by different variables. With that objective, a multilevel regression model considering the student and the school is estimated, together with a probability model, to explore the determinants of the student's interest in the policy, using data from the ICSS 2016 assessment. The results indicate that civic knowledge is an important predictor of almost all democratic attitudes, but it has less impact than gender and interest in politics (of the student and the mother). Only for the social tolerance and institutionality variables, the civic knowledge score is one of the most important predictors. Likewise, a relationship between student interest in politics and civic knowledge scores is ruled out, the latter not being significant in explaining such interest.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"219-241"},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43375856","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 : 2020-11-21DOI: 10.15366/riejs2020.9.2.002
Luis García-Rico, Bastian Carter-Thuillier, M. L. Santos-Pastor, L. F. Martínez-Muñoz
This article compares the effects of two Service-Learning models in Physical Education for teacher training from a Social Justice perspective. With a quantitative approach, comparative non-experimental design, the sample is made up of 90 university students from two universities: Chilean and Spanish, who have participated in Service-Learning experiences in the field of Physical Education. Statistical analysis and processing was performed using the SPSS v.25 program, set the significance level for all analyzes at P<0.05. The results of the study show significant differences on the effects produced by each Service-Learning model in initial training from a Social Justice perspective, used in each university. Equally, the results are in line with other studies that show how participation in Service-Learning experiences favors the development of critical reflexivity on Social Justification in future Physical Education teachers; in addition to granting them tools for the resolution of problematic events, based on real community situations.
{"title":"Formar Profesores de Educación Física para la Justicia Social: Efectos del Aprendizaje-Servicio en Estudiantes Chilenos y Españoles","authors":"Luis García-Rico, Bastian Carter-Thuillier, M. L. Santos-Pastor, L. F. Martínez-Muñoz","doi":"10.15366/riejs2020.9.2.002","DOIUrl":"https://doi.org/10.15366/riejs2020.9.2.002","url":null,"abstract":"This article compares the effects of two Service-Learning models in Physical Education for teacher training from a Social Justice perspective. With a quantitative approach, comparative non-experimental design, the sample is made up of 90 university students from two universities: Chilean and Spanish, who have participated in Service-Learning experiences in the field of Physical Education. Statistical analysis and processing was performed using the SPSS v.25 program, set the significance level for all analyzes at P<0.05. The results of the study show significant differences on the effects produced by each Service-Learning model in initial training from a Social Justice perspective, used in each university. Equally, the results are in line with other studies that show how participation in Service-Learning experiences favors the development of critical reflexivity on Social Justification in future Physical Education teachers; in addition to granting them tools for the resolution of problematic events, based on real community situations.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"29-47"},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46980483","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 : 2020-11-21DOI: 10.15366/riejs2020.9.2.004
Adriana Fernández Muñoz, Daniela Durán Rojas
Chilean education has transitioned in the search of quality and inclusion of everyone, fulfilling the demands of the context. Through a qualitative and local study, experiences from professionals of six educational communities belonging to public schools with an Integration Program in process of implementation due to the inclusion law are analyzed in the three provinces of the Atacama region. The purpose is to reveal unseen realities through the analysis of interviews directed to eighteen educational members: headmasters, social workers and professionals who are part of the Educational Integration Program; the main actors of the current educational process. Through the experiences and arguments of the ones involved in the study; obstacles, enhancements, disagreements, and meaningful elements are made evident. Each one of these help in the scaffolding of theoretical and practical knowledge which mainly refers to the resistance of traditional pedagogical transformation and to the collaborative working developed with multidisciplinary teams, the establishment of innovative practices through curricular adaptions, the importance of students and families’ involvement, emotional education and positive behavior, key elements for assembling inclusive communities.
{"title":"Actuar-Enseñar entre la Diversidad: Construyendo Educación Inclusiva en Atacama","authors":"Adriana Fernández Muñoz, Daniela Durán Rojas","doi":"10.15366/riejs2020.9.2.004","DOIUrl":"https://doi.org/10.15366/riejs2020.9.2.004","url":null,"abstract":"Chilean education has transitioned in the search of quality and inclusion of everyone, fulfilling the demands of the context. Through a qualitative and local study, experiences from professionals of six educational communities belonging to public schools with an Integration Program in process of implementation due to the inclusion law are analyzed in the three provinces of the Atacama region. The purpose is to reveal unseen realities through the analysis of interviews directed to eighteen educational members: headmasters, social workers and professionals who are part of the Educational Integration Program; the main actors of the current educational process. Through the experiences and arguments of the ones involved in the study; obstacles, enhancements, disagreements, and meaningful elements are made evident. Each one of these help in the scaffolding of theoretical and practical knowledge which mainly refers to the resistance of traditional pedagogical transformation and to the collaborative working developed with multidisciplinary teams, the establishment of innovative practices through curricular adaptions, the importance of students and families’ involvement, emotional education and positive behavior, key elements for assembling inclusive communities.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"71-88"},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47290698","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 : 2020-11-21DOI: 10.15366/RIEJS2020.9.2.017
Vanesa Sainz, Liliana Jacott
This article describes the process of construction and validation of two instruments designed to evaluate the representations that students and teachers have about Social Justice from a perspective that takes into account the three dimensions proposed by Nancy Fraser (2008) of Redistribution, Recognition and Representation/Participation. To this end, the Social Justice Representations Questionnaire for Secondary Students (SJRQSS) and the Social Justice Representations Questionnaire for Teachers (SJRQT) have been developed. The SJRQSS consists of 30 questions in a dilemma format, presenting 10 questions from each of the Social Justice dimensions. The SJRQT has 39 questions, including 9 additional dilemmas on issues related to Social Justice in education. Each question poses a dilemma with three response options which pose different degrees of social justice (high, medium and low). The instruments have followed a double validation process: a validation by expert judges and a pilot study that has been applied to 130 teachers in training. The results indicate that the two instruments have adequate validity and reliability to evaluate the social justice representations of secondary students and teachers.
{"title":"Diseño y Validación de los Cuestionarios de Representaciones de Justicia Social para Estudiantes de Educación Secundaria (CRJSES) y para Profesores (CRJSP)","authors":"Vanesa Sainz, Liliana Jacott","doi":"10.15366/RIEJS2020.9.2.017","DOIUrl":"https://doi.org/10.15366/RIEJS2020.9.2.017","url":null,"abstract":"This article describes the process of construction and validation of two instruments designed to evaluate the representations that students and teachers have about Social Justice from a perspective that takes into account the three dimensions proposed by Nancy Fraser (2008) of Redistribution, Recognition and Representation/Participation. To this end, the Social Justice Representations Questionnaire for Secondary Students (SJRQSS) and the Social Justice Representations Questionnaire for Teachers (SJRQT) have been developed. The SJRQSS consists of 30 questions in a dilemma format, presenting 10 questions from each of the Social Justice dimensions. The SJRQT has 39 questions, including 9 additional dilemmas on issues related to Social Justice in education. Each question poses a dilemma with three response options which pose different degrees of social justice (high, medium and low). The instruments have followed a double validation process: a validation by expert judges and a pilot study that has been applied to 130 teachers in training. The results indicate that the two instruments have adequate validity and reliability to evaluate the social justice representations of secondary students and teachers.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"351-381"},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47407919","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 : 2020-11-21DOI: 10.15366/RIEJS2020.9.2.012
Antonio José Moreno Guerrero, Mª Aránzazu Fernández Mora, Magdalena Ramos Navas-Parejo, Carmen Rodríguez Jiménez
The objective of this article is to determine the current state of language teaching in the scientific field, establishing the current trends taking into account different variables such as the years of production, the type of scientific production, more prolific countries and authors, institutions, among others. The purpose is also to provide a defined profile of everything related to the subject so that it is a reference. The applied method is a bibliometric type study, carried out through the evaluation of performance and the creation of science maps, thus assessing the conceptual evolution of the object of study. The results of this work express the performance of the scientific production and the structural and thematic development, showing in this way that language teaching is a subject that has a great impact and incidence in the scientific community, in addition to observing three research topics based on the study of language teaching, which are the learning and teaching of languages based on tasks, the acquisition of languages and the teaching-learning of the same.
{"title":"Evolución e Incidencia de la Enseñanza de Lenguas en la Comunidad Científica","authors":"Antonio José Moreno Guerrero, Mª Aránzazu Fernández Mora, Magdalena Ramos Navas-Parejo, Carmen Rodríguez Jiménez","doi":"10.15366/RIEJS2020.9.2.012","DOIUrl":"https://doi.org/10.15366/RIEJS2020.9.2.012","url":null,"abstract":"The objective of this article is to determine the current state of language teaching in the scientific field, establishing the current trends taking into account different variables such as the years of production, the type of scientific production, more prolific countries and authors, institutions, among others. The purpose is also to provide a defined profile of everything related to the subject so that it is a reference. The applied method is a bibliometric type study, carried out through the evaluation of performance and the creation of science maps, thus assessing the conceptual evolution of the object of study. The results of this work express the performance of the scientific production and the structural and thematic development, showing in this way that language teaching is a subject that has a great impact and incidence in the scientific community, in addition to observing three research topics based on the study of language teaching, which are the learning and teaching of languages based on tasks, the acquisition of languages and the teaching-learning of the same.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"245-265"},"PeriodicalIF":3.0,"publicationDate":"2020-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49100950","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 : 2020-11-10DOI: 10.15366/riejs2020.9.3.015
F. Sáez-Delgado, Constanza Olea-González, J. Mella-Norambuena, Yaranay López-Angulo, Héctor García-Vásquez, Rubia Cobo-Rendón, Felipe Sepúlveda López
The research objectives were to examine psychosocial and academic variables in families of primary and secondary schoolchildren in southern Chile in physical isolation and to analyze the mental health of parents. A descriptive cross-sectional design was used. Two stages were considered. In the first stage, an ad-hoc survey was applied to 8,102 families. In the second stage, the DASS-21 instrument was applied to a sample of 59. The results of the first stage showed that 40% of the participant families had a member without paid work, an income of less than $ 440, and the majority did not have computer at home. The schoolchildren have felt anxiety, night fears, bad mood or aggressiveness, several of them have not completed schoolwork and reported motivational difficulties. Most of surveyed students have not dedicated enough time to schoolwork and their main activity has been to watch TV series. The second stage showed that the 57.6% of parents presented severe anxiety, 50.8% stress and 83% depression. It is concluded that families lack the resources for the effective development of online education. Specialized actions are required to "mitigate" the impact of physical isolation by Covid-19 on socio-academic and mental health variables in schoolchildren and their families.
{"title":"Caracterización Psicosocial y Salud Mental en Familias de Escolares Chilenos durante el Aislamiento Físico por la Covid-19","authors":"F. Sáez-Delgado, Constanza Olea-González, J. Mella-Norambuena, Yaranay López-Angulo, Héctor García-Vásquez, Rubia Cobo-Rendón, Felipe Sepúlveda López","doi":"10.15366/riejs2020.9.3.015","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.015","url":null,"abstract":"The research objectives were to examine psychosocial and academic variables in families of primary and secondary schoolchildren in southern Chile in physical isolation and to analyze the mental health of parents. A descriptive cross-sectional design was used. Two stages were considered. In the first stage, an ad-hoc survey was applied to 8,102 families. In the second stage, the DASS-21 instrument was applied to a sample of 59. The results of the first stage showed that 40% of the participant families had a member without paid work, an income of less than $ 440, and the majority did not have computer at home. The schoolchildren have felt anxiety, night fears, bad mood or aggressiveness, several of them have not completed schoolwork and reported motivational difficulties. Most of surveyed students have not dedicated enough time to schoolwork and their main activity has been to watch TV series. The second stage showed that the 57.6% of parents presented severe anxiety, 50.8% stress and 83% depression. It is concluded that families lack the resources for the effective development of online education. Specialized actions are required to \"mitigate\" the impact of physical isolation by Covid-19 on socio-academic and mental health variables in schoolchildren and their families.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46886227","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 : 2020-10-28DOI: 10.15366/riejs2020.9.3.014
Nuno Miranda, Sónia Pereira
The Covid outbreak forced the portuguese education system to change and to assume priorities. In particular, the importance of learning external assessment (LEA) was put in to focus. This research intends to know what the narratives of context of the agents are (the education in times of pandemic), what positions they take about the LEA and with what justification. Given the nature of the questions, is inscribed in the interpretive paradigm, with a mixed approach and in the case study modality, using document analysis of public records. The results are discussed in contrast with other scientific data and with the political decisions adopted due to the Covid19 outbreak. They suggest that the LEA for access to higher education gains the status of learning purpose and that this contributes to important dissonances: the agents assume narratives to promote social equity and adopt measures with the potential to minimize it. In conclusion, we consider that other decisions could have been taken (we present examples) and that the change process would have benefited from a period of reflection oriented towards the coherence between needs, resources and knowledge.
{"title":"O que a Pandemia nos Pode Ensinar acerca da Avaliação Externa das Aprendizagens?","authors":"Nuno Miranda, Sónia Pereira","doi":"10.15366/riejs2020.9.3.014","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.014","url":null,"abstract":"The Covid outbreak forced the portuguese education system to change and to assume priorities. In particular, the importance of learning external assessment (LEA) was put in to focus. This research intends to know what the narratives of context of the agents are (the education in times of pandemic), what positions they take about the LEA and with what justification. Given the nature of the questions, is inscribed in the interpretive paradigm, with a mixed approach and in the case study modality, using document analysis of public records. The results are discussed in contrast with other scientific data and with the political decisions adopted due to the Covid19 outbreak. They suggest that the LEA for access to higher education gains the status of learning purpose and that this contributes to important dissonances: the agents assume narratives to promote social equity and adopt measures with the potential to minimize it. In conclusion, we consider that other decisions could have been taken (we present examples) and that the change process would have benefited from a period of reflection oriented towards the coherence between needs, resources and knowledge.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41458932","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 : 2020-10-28DOI: 10.15366/riejs2020.9.3.013
Mancera Espinosa
The measures adopted in the Royal Decree declaring the state of alarm against the epidemic caused by Covid-19 have a direct impact on children and adolescents. The aim of this article is to analyse the complex relationships between the right to health protection, the right to education and the rights of the child. The suspension of face-to-face teaching has meant not only that many children may see their school learning slowed down, especially those from more vulnerable backgrounds, but also that they are no longer protected and lose the possibility of achievement better living conditions, due to the positive effect that school has as a tool to compensate for social inequalities. In view of this situation, it seems necessary that the last part of the article also addresses a serious reflection on the conditions and the moment in which one should return to the classroom. As well as on the measures to be taken to guarantee the quality and equity of the educational system, bearing in mind that the disease will continue to be present in our lives and therefore the risk of new infections. Having a National Digitalization Plan, reviewing the curriculum and providing reinforcement programs are challenges for our educational system, but can become opportunities to improve its quality and equity.
{"title":"Covid-19, Educación y Derechos de la Infancia en España","authors":"Mancera Espinosa","doi":"10.15366/riejs2020.9.3.013","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.013","url":null,"abstract":"The measures adopted in the Royal Decree declaring the state of alarm against the epidemic caused by Covid-19 have a direct impact on children and adolescents. The aim of this article is to analyse the complex relationships between the right to health protection, the right to education and the rights of the child. The suspension of face-to-face teaching has meant not only that many children may see their school learning slowed down, especially those from more vulnerable backgrounds, but also that they are no longer protected and lose the possibility of achievement better living conditions, due to the positive effect that school has as a tool to compensate for social inequalities. In view of this situation, it seems necessary that the last part of the article also addresses a serious reflection on the conditions and the moment in which one should return to the classroom. As well as on the measures to be taken to guarantee the quality and equity of the educational system, bearing in mind that the disease will continue to be present in our lives and therefore the risk of new infections. Having a National Digitalization Plan, reviewing the curriculum and providing reinforcement programs are challenges for our educational system, but can become opportunities to improve its quality and equity.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41975782","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 : 2020-07-28DOI: 10.15366/riejs2020.9.3.012
Alejandro Martínez-Pérez, Fernando Lezcano-Barbero
Covid-19 has had an impact worldwide and the education sector has not been spared. Social and educational action in Spain has as its reference the professionals of social education who develop their professional activity in different areas and the sector of childhood and youth is one of the predominant ones. With this article, we aim to understand the perception of the impact that the has had on social education professionals working with children. The methodological approach is mixed, using a questionnaire created ad hoc, self-administered through the Internet. The sample is nationwide (Spain), 462 professionals. The results reflect how the work activity has been declared essential and has not involved contractual modifications, although there have been labor changes in the development of the work. Likewise, the workload is increased and the possibility of meeting the objectives set is not too high. We also address issues relating to job satisfaction and the digital tools and skills of the minors with whom these professionals work. We compared the data with previous results and concluded the necessary provision of more personal and material resources for professionals and services and the need to provide digital tools and competences among minors.
{"title":"Percepción del Impacto de la Covid-19 en los Profesionales de la Educación Social que Trabajan con Menores","authors":"Alejandro Martínez-Pérez, Fernando Lezcano-Barbero","doi":"10.15366/riejs2020.9.3.012","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.012","url":null,"abstract":"Covid-19 has had an impact worldwide and the education sector has not been spared. Social and educational action in Spain has as its reference the professionals of social education who develop their professional activity in different areas and the sector of childhood and youth is one of the predominant ones. With this article, we aim to understand the perception of the impact that the has had on social education professionals working with children. The methodological approach is mixed, using a questionnaire created ad hoc, self-administered through the Internet. The sample is nationwide (Spain), 462 professionals. The results reflect how the work activity has been declared essential and has not involved contractual modifications, although there have been labor changes in the development of the work. Likewise, the workload is increased and the possibility of meeting the objectives set is not too high. We also address issues relating to job satisfaction and the digital tools and skills of the minors with whom these professionals work. We compared the data with previous results and concluded the necessary provision of more personal and material resources for professionals and services and the need to provide digital tools and competences among minors.","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":"9 1","pages":"223-243"},"PeriodicalIF":3.0,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43020257","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 : 2020-07-23DOI: 10.15366/riejs2020.9.3.010
Edgar Iglesias Vidal, Javier González-Patiño, J. Lalueza, Moisés Esteban-Guitart
La actual emergencia derivada de la pandemia del coronavirus nos recuerda que compartimos un mismo desafío en tanto que seres humanos. Recientemente, se ha considerado la pandemia Covid-19 una experiencia colectiva y traumática (“world perezhivanie”), caracterizada por una crisis sistémica que impacta no solo en nuestra salud, sino también en nuestra economía, política, orden social y, por supuesto, en la educación. Esta situación nos impide postergar más la necesidad aún pendiente de (re)imaginar críticamente el sentido de la educación en el siglo XXI. En este artículo teórico, de carácter propositivo y deliberativo, proponemos dos principios para superar tres sesgos habituales en nuestra compresión del aprendizaje y del hecho educativo. A partir de dichas consideraciones, se describe e ilustra lo que para nosotros significa una educación intergeneracional, personalizada, compartida, conectada y sostenible, basada en una cultura y práctica de los afectos y el acompañamiento, que permita consolidar procesos de mejora y transformación educativa.
{"title":"Manifiesto en Tiempos de Pandemia: Por una Educación Crítica, Intergeneracional, Sostenible y Comunitaria","authors":"Edgar Iglesias Vidal, Javier González-Patiño, J. Lalueza, Moisés Esteban-Guitart","doi":"10.15366/riejs2020.9.3.010","DOIUrl":"https://doi.org/10.15366/riejs2020.9.3.010","url":null,"abstract":"La actual emergencia derivada de la pandemia del coronavirus nos recuerda que compartimos un mismo desafío en tanto que seres humanos. Recientemente, se ha considerado la pandemia Covid-19 una experiencia colectiva y traumática (“world perezhivanie”), caracterizada por una crisis sistémica que impacta no solo en nuestra salud, sino también en nuestra economía, política, orden social y, por supuesto, en la educación. Esta situación nos impide postergar más la necesidad aún pendiente de (re)imaginar críticamente el sentido de la educación en el siglo XXI. En este artículo teórico, de carácter propositivo y deliberativo, proponemos dos principios para superar tres sesgos habituales en nuestra compresión del aprendizaje y del hecho educativo. A partir de dichas consideraciones, se describe e ilustra lo que para nosotros significa una educación intergeneracional, personalizada, compartida, conectada y sostenible, basada en una cultura y práctica de los afectos y el acompañamiento, que permita consolidar procesos de mejora y transformación educativa. ","PeriodicalId":44141,"journal":{"name":"Revista Internacional de Educacion para la Justicia Social","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15366/riejs2020.9.3.010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45776433","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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