The present document constitutes a response to the Manfiesto for a Post-critical Pedagogy of Hodgson, Vlieghe and Zamojski. Part of the recognition of points of coincidence with the works that some Latin American authors have developed in this regard but points out that the manifesto fails to identify the central problem of critical pedagogies. In this direction, the text argues that the central problem of these tendencies is that their conception of power is limited to what Foucault called the war and repressive hypotheses of power. Such a way of understanding power, as confrontation or repression, makes education conceived as a political action and, in this way, its fundamentally anthropological character (or in terms of Sloterdijk, anthropotechnical) is invisible. One of the most significant consequences of this fact is that education and pedagogy have been undergoing a process of politicization against which a «criticism» of the «critical tendencies» based on the conceptual horizon of pedagogy is necessary and urgent, and whose effect is its update and reconceptualization. Such an exercise would allow the production of new tools that help to understand the functioning of education as a modernity project. Criticism of the critical tendencies arises from the concepts of government (Foucault) and anthropotechnics (Sloterdijk) that applied to the analysis of the constitution of the modern concept of education lead to propose, following the analysis of Antelo and Serra, a pedagogy without attributes, that is, neither criticism nor post-criticism.
{"title":"Ni crítica ni post-crítica: por una pedagogía sin atributos","authors":"Carlos Ernesto Noguera Ramírez","doi":"10.14201/teri.22485","DOIUrl":"https://doi.org/10.14201/teri.22485","url":null,"abstract":"The present document constitutes a response to the Manfiesto for a Post-critical Pedagogy of Hodgson, Vlieghe and Zamojski. Part of the recognition of points of coincidence with the works that some Latin American authors have developed in this regard but points out that the manifesto fails to identify the central problem of critical pedagogies. In this direction, the text argues that the central problem of these tendencies is that their conception of power is limited to what Foucault called the war and repressive hypotheses of power. Such a way of understanding power, as confrontation or repression, makes education conceived as a political action and, in this way, its fundamentally anthropological character (or in terms of Sloterdijk, anthropotechnical) is invisible. One of the most significant consequences of this fact is that education and pedagogy have been undergoing a process of politicization against which a «criticism» of the «critical tendencies» based on the conceptual horizon of pedagogy is necessary and urgent, and whose effect is its update and reconceptualization. Such an exercise would allow the production of new tools that help to understand the functioning of education as a modernity project. Criticism of the critical tendencies arises from the concepts of government (Foucault) and anthropotechnics (Sloterdijk) that applied to the analysis of the constitution of the modern concept of education lead to propose, following the analysis of Antelo and Serra, a pedagogy without attributes, that is, neither criticism nor post-criticism.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74714778","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}
{"title":"Santos Rego, M. A. (Edit.). (2020). La transferencia de conocimiento en educación. Un desafío estratégico. Madrid: Narcea, 229 pp.","authors":"Isabel Cantón Mayo","doi":"10.14201/teri.22381","DOIUrl":"https://doi.org/10.14201/teri.22381","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86063102","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}
{"title":"Martínez, M., y Jolonch, A. (2019). Las paradojas de la innovación educativa. Barcelona: Horsori, 283 pp.","authors":"Gladys Merma Molina","doi":"10.14201/teri.22479","DOIUrl":"https://doi.org/10.14201/teri.22479","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89119664","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 article aims to engage in a conversation with the «Manifesto for a post-critical pedagogy» by Naomi Hodgson, Joris Vlieghe, and Piotr Zamojski. After a brief introduction, we examine, sometimes critically, each of the five principles that the authors presented to argue for a shift from a critical pedagogy to a post-critical pedagogy. In the last part of the article, we propose and justify a sixth principle that, in our opinion, would enrich both pedagogies: «Any critical or post-critical pedagogy, insofar it is pedagogy beyond being critical or post-critical, should recognize, explain and commit to viable educational practices capable of contributing to the transformation of the criticized realities».
{"title":"Un sexto principio para el 'Manifiesto por una pedagogía post-crítica'","authors":"Ana Ayuste González, Jaume Trilla Bernet","doi":"10.14201/teri.22384","DOIUrl":"https://doi.org/10.14201/teri.22384","url":null,"abstract":"This article aims to engage in a conversation with the «Manifesto for a post-critical pedagogy» by Naomi Hodgson, Joris Vlieghe, and Piotr Zamojski. After a brief introduction, we examine, sometimes critically, each of the five principles that the authors presented to argue for a shift from a critical pedagogy to a post-critical pedagogy. In the last part of the article, we propose and justify a sixth principle that, in our opinion, would enrich both pedagogies: «Any critical or post-critical pedagogy, insofar it is pedagogy beyond being critical or post-critical, should recognize, explain and commit to viable educational practices capable of contributing to the transformation of the criticized realities».","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76813276","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}
{"title":"Larrosa, J. (2019). Esperando no se sabe qué. Sobre el Oficio de Profesor. Barcelona: Editorial Candaya, 458 pp.","authors":"J. Carrasco","doi":"10.14201/teri.22178","DOIUrl":"https://doi.org/10.14201/teri.22178","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75459338","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}
In recent years, there has been a growing interest by education actors to include TIC in their institutions; as well as social networks, far from being a problem and their use aimed, permit innovate traditional classes and improve communication between teachers and students This study has two objectives: (1) conduct a systematic literature review through searching papers published between January/2007 and March/2019 in data bases like as ACM, IEEE, ScienceDirect, Springer and others, to evidence researches that apply data mining techniques to extract and analyze Twitters data in higher education; and (2) to emphasize pedagogic practices that include Twitter and data mining to improve education process. From 315 papers obtained, only 65 fulfilled inclusion criteria. The main results indicate that: (1) the most used data mining techniques are predictive with classification tasks; (2) Twitter is principally used to: (a) determinate perception; (b) share information, materials and resources; (c) generate communication and participation; (d) promote abilities and (e) improve oral expression and academic performance; (3) United States has the most numbers of researches in this area; however, in Latin-American countries findings are not enough, so, there a new area to investigate in this region and (4) researches used models, methods, strategies, theories and instruments as a pedagogic practice; so that, there wasn’t an agreement about a shape to include Twitter data extracting in higher education to improve teaching and learning process.
{"title":"Beneficios del uso de técnicas de minería de datos para extraer y analizar datos de twitter aplicados en la educación superior: una revisión sistemática de la literatura","authors":"A. Pérez-Suasnavas, Karina Cela, W. Hasperué","doi":"10.14201/teri.22171","DOIUrl":"https://doi.org/10.14201/teri.22171","url":null,"abstract":"In recent years, there has been a growing interest by education actors to include TIC in their institutions; as well as social networks, far from being a problem and their use aimed, permit innovate traditional classes and improve communication between teachers and students This study has two objectives: (1) conduct a systematic literature review through searching papers published between January/2007 and March/2019 in data bases like as ACM, IEEE, ScienceDirect, Springer and others, to evidence researches that apply data mining techniques to extract and analyze Twitters data in higher education; and (2) to emphasize pedagogic practices that include Twitter and data mining to improve education process. From 315 papers obtained, only 65 fulfilled inclusion criteria. The main results indicate that: (1) the most used data mining techniques are predictive with classification tasks; (2) Twitter is principally used to: (a) determinate perception; (b) share information, materials and resources; (c) generate communication and participation; (d) promote abilities and (e) improve oral expression and academic performance; (3) United States has the most numbers of researches in this area; however, in Latin-American countries findings are not enough, so, there a new area to investigate in this region and (4) researches used models, methods, strategies, theories and instruments as a pedagogic practice; so that, there wasn’t an agreement about a shape to include Twitter data extracting in higher education to improve teaching and learning process.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82088100","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}
In the context of imposing the incorporation of digital technologies in schools, the pedagogical thinking of teachers still has disassociated from the application of educational technology. The purpose of this work is to analyze and understand how an apparently beneficial proposal, such as the use of educational technology in schools, has such a negative predicament among so many teachers. This is particularly evident in initial teacher training. From a narrative approach to the student experience, it is about identifying the kind of story that has been accompanied and popularly assigned to technology in schools, which prevents the implementation of an alternative narrative of the possibilities of a school with technology. The qualitative narrative research is launched by applying the focus group technique to educational activity, with groups of future education professionals, future teachers, and future educational technologists. Their imaginary of technology is recovered in the type of commercial film that makes them evoke the concept. Three techniques of this nature were performed in as many class groups during courses 18-19 and 19-20, with 73 students, both genres, from a Spanish university. In the analysis, four popular stories about educational technology are collected: humanist, machinist, scientist, and futurist. In the light of these stories that are embodied in various school imaginary, based on the tradition of the school itself and the university, a new humanist narrative that combines scientific and futuristic aspects is revealed, which could help rethink the possibilities of technologies within alternative education.
{"title":"Las representaciones de los futuros profesores sobre los usos de la tecnología en la escuela. Un estudio narrativo","authors":"Joaquín Paredes Labra, Ada Freitas Cortina","doi":"10.14201/teri.21616","DOIUrl":"https://doi.org/10.14201/teri.21616","url":null,"abstract":"In the context of imposing the incorporation of digital technologies in schools, the pedagogical thinking of teachers still has disassociated from the application of educational technology. The purpose of this work is to analyze and understand how an apparently beneficial proposal, such as the use of educational technology in schools, has such a negative predicament among so many teachers. This is particularly evident in initial teacher training. From a narrative approach to the student experience, it is about identifying the kind of story that has been accompanied and popularly assigned to technology in schools, which prevents the implementation of an alternative narrative of the possibilities of a school with technology. The qualitative narrative research is launched by applying the focus group technique to educational activity, with groups of future education professionals, future teachers, and future educational technologists. Their imaginary of technology is recovered in the type of commercial film that makes them evoke the concept. Three techniques of this nature were performed in as many class groups during courses 18-19 and 19-20, with 73 students, both genres, from a Spanish university. In the analysis, four popular stories about educational technology are collected: humanist, machinist, scientist, and futurist. In the light of these stories that are embodied in various school imaginary, based on the tradition of the school itself and the university, a new humanist narrative that combines scientific and futuristic aspects is revealed, which could help rethink the possibilities of technologies within alternative education.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87528479","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}
Learning occurs when the learner becomes the subject of his own learning in both formal and informal contexts. The subjectivity theory of Gonzalez Rey, which starts from a historical-cultural approach, affirms that this process is guided by emotion, imagination and creativity, which in turn promotes subjective development. However, traditional learning activities have ignored the apprentice as a subject. Projects based on funds of identity favor the development of new ways to recognize the learner by encouraging new ways of exchanging learning experiences inside and outside the school. Identity funds are thus built as spaces where interests, hobbies and experiences are recognized by young people as important resources to stimulate their academic performance. Specifically, subjectivity allows the learner to become a subject from the production of his own processes of subjectivation through dialogic and comprehensive practice. The main objective of this article is to go one step further in relation to identity funds by illustrating a series of educational experiences that help identify and mobilize these funds through the development of subjectivity. These subjective identity funds are integral to educators in order to favor reflective positions in students who are moving towards the generation of new processes of subjectivation. Lead meeting spaces between identity funds and subjectivity suggest a relevant way to move towards higher levels of significance and meaning on the part of young people in 21st century education.
{"title":"Más allá del aprendizaje escolar: el rol de la subjetividad en el enfoque de los fondos de identidad","authors":"David Subero Tomás, Moisés Esteban-Guitart","doi":"10.14201/teri.20955","DOIUrl":"https://doi.org/10.14201/teri.20955","url":null,"abstract":"Learning occurs when the learner becomes the subject of his own learning in both formal and informal contexts. The subjectivity theory of Gonzalez Rey, which starts from a historical-cultural approach, affirms that this process is guided by emotion, imagination and creativity, which in turn promotes subjective development. However, traditional learning activities have ignored the apprentice as a subject. Projects based on funds of identity favor the development of new ways to recognize the learner by encouraging new ways of exchanging learning experiences inside and outside the school. Identity funds are thus built as spaces where interests, hobbies and experiences are recognized by young people as important resources to stimulate their academic performance. Specifically, subjectivity allows the learner to become a subject from the production of his own processes of subjectivation through dialogic and comprehensive practice. The main objective of this article is to go one step further in relation to identity funds by illustrating a series of educational experiences that help identify and mobilize these funds through the development of subjectivity. These subjective identity funds are integral to educators in order to favor reflective positions in students who are moving towards the generation of new processes of subjectivation. Lead meeting spaces between identity funds and subjectivity suggest a relevant way to move towards higher levels of significance and meaning on the part of young people in 21st century education.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90352621","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}
Diego Armando Jaramillo Ocampo, Erika Jhulyana Cortes Morales, L. Jaramillo Echeverri
The following reflection assumes the school as a meeting place and experiences that leave a mark on the body and allow us to look back. Retrospective where the teacher reaffirms his role as a teacher, but at the same time, of being taught: sensitive to the helplessness and exposure of the other. The teacher transmits the world and the experience of another time, communicates both the lived and the known in his own formative journey. Furthermore, he invites the trans-formation of each life that meets him, that receives him and at the same time, he projects himself in a different way. Birth of another experience that gives openness to the new, a whole creation and formative recreation unfolded in its own name and in a singular way, which cracks us in our own existences. In this way, experience and memory are braided in a gesture of responsibility that co-arise as a disinterested place for teaching, nuanced by the offering and donation of one being that is for the other to the extent that it gives without measure. He receives him with face and name in his request, thanks to a memory that becomes the sediment where these experiences are lodged. In this sense, every teacher transcends indoctrination when he goes to meet the Other, in a care where the teaching becomes a donation or surrender to be responsible for him
{"title":"Experiencia, memoria y responsabilidad: la escuela como lugar de encuentro y donación","authors":"Diego Armando Jaramillo Ocampo, Erika Jhulyana Cortes Morales, L. Jaramillo Echeverri","doi":"10.14201/teri.21167","DOIUrl":"https://doi.org/10.14201/teri.21167","url":null,"abstract":"The following reflection assumes the school as a meeting place and experiences that leave a mark on the body and allow us to look back. Retrospective where the teacher reaffirms his role as a teacher, but at the same time, of being taught: sensitive to the helplessness and exposure of the other. The teacher transmits the world and the experience of another time, communicates both the lived and the known in his own formative journey. Furthermore, he invites the trans-formation of each life that meets him, that receives him and at the same time, he projects himself in a different way. Birth of another experience that gives openness to the new, a whole creation and formative recreation unfolded in its own name and in a singular way, which cracks us in our own existences. In this way, experience and memory are braided in a gesture of responsibility that co-arise as a disinterested place for teaching, nuanced by the offering and donation of one being that is for the other to the extent that it gives without measure. He receives him with face and name in his request, thanks to a memory that becomes the sediment where these experiences are lodged. In this sense, every teacher transcends indoctrination when he goes to meet the Other, in a care where the teaching becomes a donation or surrender to be responsible for him","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78137984","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}
{"title":"Romero Pérez, C. y Mateos Blanco, M. (Coords.) (2019). Redescubrir lo educativo: nuevas miradas. Estudios en homenaje a Luis Núñez Cubero. Barcelona: Octaedro, 276 pp.","authors":"Ma. Luisa León Sánchez","doi":"10.14201/teri.21225","DOIUrl":"https://doi.org/10.14201/teri.21225","url":null,"abstract":"","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81354166","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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