In this article, through a systematic review of 22 empirical studies, is analyzed the educational inclusion of the students in disability situation in higher education. The results indicate that most of the works developed in the Spanish language have been carried out in Spain and in a smaller amount in Chile. Also, the barriers faced by institutions are related to the predominance of a paradigm focused on the deficit, lack of protocols, lack of teaching skills and a limited architectural universal access. The challenges for the university centers they consist in improving accessibility, implementation of teaching updating strategies, creation of public policies, design of attention programs and articulate the university instances responsible of support these students. In conclusion, significant changes must be made in the learning spaces from a perspective that avoids paternalism and promotes self-determination in all careers taught in university education.
{"title":"Inclusión educativa del alumnado en situación de discapacidad en la educación superior: una revisión sistemática","authors":"E. Paz-Maldonado","doi":"10.14201/teri.20266","DOIUrl":"https://doi.org/10.14201/teri.20266","url":null,"abstract":"In this article, through a systematic review of 22 empirical studies, is analyzed the educational inclusion of the students in disability situation in higher education. The results indicate that most of the works developed in the Spanish language have been carried out in Spain and in a smaller amount in Chile. Also, the barriers faced by institutions are related to the predominance of a paradigm focused on the deficit, lack of protocols, lack of teaching skills and a limited architectural universal access. The challenges for the university centers they consist in improving accessibility, implementation of teaching updating strategies, creation of public policies, design of attention programs and articulate the university instances responsible of support these students. In conclusion, significant changes must be made in the learning spaces from a perspective that avoids paternalism and promotes self-determination in all careers taught in university 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":"86228480","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}
Mar Lorenzo Moledo, Gabriela Míguez Salina, Francisco Xabier Cernadas Ríos
The Funds of Knowledge approach, whose anthropological origins date back to the study of trust relationships between Mexican households constituted on the border with the US, has established itself in many countries as an effective model for working with families at risk of social exclusion. It involves collecting family and cultural resources and turning them into knowledge that can be incorporated into schools. This paper is aimed at studying the Funds of Knowledge as a theoretical framework for the design of socio-educational programs, which encourage the involvement of Roma families in their children’s education. To this end, we use a descriptive methodology based on the analysis of the main theoretical studies carried out on the subject both nationally and internationally, specifically in North America, where this approach has already had a recognized trajectory. The results show the suitability of the Funds of Knowledge of Roma families as a basis for the design of proposals for inclusive education. This type of education promotes their involvement in the education of their children, thereby promoting their chances of educational success. Under these considerations, the respect for their history and bringing their voices into the political and social ideology must be taken into account, in order to improve relationships between family and school and, along with it, the academic performance of students, recognizing their role as subjects of rights, with the purpose of promoting greater inclusion of the Roma community in schools.
{"title":"¿Pueden contribuir los fondos de conocimiento a la participación de las familias gitanas en la escuela? Bases para un proyecto educativo","authors":"Mar Lorenzo Moledo, Gabriela Míguez Salina, Francisco Xabier Cernadas Ríos","doi":"10.14201/teri.21299","DOIUrl":"https://doi.org/10.14201/teri.21299","url":null,"abstract":"The Funds of Knowledge approach, whose anthropological origins date back to the study of trust relationships between Mexican households constituted on the border with the US, has established itself in many countries as an effective model for working with families at risk of social exclusion. It involves collecting family and cultural resources and turning them into knowledge that can be incorporated into schools. This paper is aimed at studying the Funds of Knowledge as a theoretical framework for the design of socio-educational programs, which encourage the involvement of Roma families in their children’s education. To this end, we use a descriptive methodology based on the analysis of the main theoretical studies carried out on the subject both nationally and internationally, specifically in North America, where this approach has already had a recognized trajectory. The results show the suitability of the Funds of Knowledge of Roma families as a basis for the design of proposals for inclusive education. This type of education promotes their involvement in the education of their children, thereby promoting their chances of educational success. Under these considerations, the respect for their history and bringing their voices into the political and social ideology must be taken into account, in order to improve relationships between family and school and, along with it, the academic performance of students, recognizing their role as subjects of rights, with the purpose of promoting greater inclusion of the Roma community in schools.","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":"86211379","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":"Vansieleghem, N., Vlieghe, J. y Zahn, M. (2019). Education in the age of the screen. Possibilities and transformations in technology. New York: Routledge, 186 pp.","authors":"Judith Martín Lucas","doi":"10.14201/teri.21719","DOIUrl":"https://doi.org/10.14201/teri.21719","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":"90026908","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":"Vílchez, L.F. (2019). En defensa del maestro. Madrid: PPC, 248 pp.","authors":"M. Martín","doi":"10.14201/teri.21695","DOIUrl":"https://doi.org/10.14201/teri.21695","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":"77859550","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}
The purpose of this article is to analyse the pressures placed upon the education system in order for it to adapt to the needs of the economic world. Therefore, we shall investigate what directions that system is taking nowadays on three different levels. First, we analyze the role of educational innovation linked to the development of technological applications, which is not only configuring new teaching and learning models, but also business opportunities inspired by the entertainment industry, thus threatening the continuity of the educational system and as we know it today. Secondly, we examine the pedagogical approach to competencies that, beyond promoting changes in school culture, favors the development of a pragmatic and economic vision of education. Finally, and based on the discourse about competency education and the theory of multiple intelligences, we analyze the role that the promotion of emotional competencies in education is taking from the influence of positive psychology and the happiness industry. The connections between these three levels underline how it contributes to configure the functional subjectivities according to the neoliberal rationality that governs us. Facing these tendencies, it appears necessary to claim the renewal of the pedagogical commitment with the new generations. This commitment has to provide more than only a free election of a formative menu for the professional development or the development of an educational culture interested mainly in the emotional competencies and the promotion of the spirit of entrepreneurship. In opposition to the current pedagogical tendencies that only encourage a model of individualistic and psychological citizenship, we claim -like Hannah Arendt- a pedagogical commitment relating the subject with culture, the desire of knowledge and the opening to a common world.
{"title":"El cambio educativo ante la innovación tecnológica, la pedagogía de las competencias y el discurso de la educación emocional. Una mirada crítica","authors":"Jordi Solé Blanch","doi":"10.14201/teri.20945","DOIUrl":"https://doi.org/10.14201/teri.20945","url":null,"abstract":"The purpose of this article is to analyse the pressures placed upon the education system in order for it to adapt to the needs of the economic world. Therefore, we shall investigate what directions that system is taking nowadays on three different levels. First, we analyze the role of educational innovation linked to the development of technological applications, which is not only configuring new teaching and learning models, but also business opportunities inspired by the entertainment industry, thus threatening the continuity of the educational system and as we know it today. Secondly, we examine the pedagogical approach to competencies that, beyond promoting changes in school culture, favors the development of a pragmatic and economic vision of education. Finally, and based on the discourse about competency education and the theory of multiple intelligences, we analyze the role that the promotion of emotional competencies in education is taking from the influence of positive psychology and the happiness industry. The connections between these three levels underline how it contributes to configure the functional subjectivities according to the neoliberal rationality that governs us. Facing these tendencies, it appears necessary to claim the renewal of the pedagogical commitment with the new generations. This commitment has to provide more than only a free election of a formative menu for the professional development or the development of an educational culture interested mainly in the emotional competencies and the promotion of the spirit of entrepreneurship. In opposition to the current pedagogical tendencies that only encourage a model of individualistic and psychological citizenship, we claim -like Hannah Arendt- a pedagogical commitment relating the subject with culture, the desire of knowledge and the opening to a common world.","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":"84458993","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":"MacIntyre, A. (2017). Ética en los conflictos de la modernidad. Madrid: Rialp, 526 pp.","authors":"Francisco Esteban Bara","doi":"10.14201/teri.21440","DOIUrl":"https://doi.org/10.14201/teri.21440","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":"83571792","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":"Ortega Ruiz, P. y Romero Sánchez, E. (2019). A la intemperie. Conversaciones desde la pedagogía de la alteridad. Barcelona: Editorial Octaedro, 239 pp.","authors":"M. Á. H. Prados","doi":"10.14201/teri.21731","DOIUrl":"https://doi.org/10.14201/teri.21731","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":"73615912","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":"Pallarès, M., Chiva, Ó., López, R. y Cabero, I. (2018). La escuela que llega: Tendencias y nuevos enfoques metodológicos. Barcelona: Octaedro, 115 pp.","authors":"Daniel Pattier Bocos","doi":"10.14201/teri.21660","DOIUrl":"https://doi.org/10.14201/teri.21660","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":"76243810","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}
The present essay intends to return to the epistemological proposal of the negative dialectic as a potential tool to help dismantle the false adaptation between subject-object that has characterized the thought of the identity of modern positivist sciences and the one-dimensional language of current societies. An example will be taken when analyzing the influence of the logic of identity and unidimensional language in textbooks of primary education in Mexico. This seeks to argue the need to reinstate the negativity of thought and the affirmation of non-indigence between concept-reality as a fundamental principle to recover the different and denied by the logic of subject-object identification in the construction of school knowledge.
{"title":"Pensamiento de la identidad, lenguaje unidimensional y dialéctica negativa. Una reflexión educativa desde H. Marcuse y Th. W. Adorno","authors":"J. Antonio","doi":"10.14201/TEOREDU3024372","DOIUrl":"https://doi.org/10.14201/TEOREDU3024372","url":null,"abstract":"The present essay intends to return to the epistemological proposal of the negative dialectic as a potential tool to help dismantle the false adaptation between subject-object that has characterized the thought of the identity of modern positivist sciences and the one-dimensional language of current societies. An example will be taken when analyzing the influence of the logic of identity and unidimensional language in textbooks of primary education in Mexico. This seeks to argue the need to reinstate the negativity of thought and the affirmation of non-indigence between concept-reality as a fundamental principle to recover the different and denied by the logic of subject-object identification in the construction of school knowledge.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88366024","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 : 2018-12-07DOI: 10.14201/TEOREDU02109129
Clara Arbiol i González
El texto es fruto de una investigacion narrativa que explora la practica de cuatro educadoras sociales para indagar en el saber que las sostiene en la creacion de relaciones educativas, un saber que proviene de la experiencia y que tiene su origen en la relacion. El presente articulo se centra en mostrar la exploracion de la experiencia de las educadoras sociales para senalar lo que podrian constituir elementos para una pedagogia de la alteridad en su practica de relacion educativa. Para ello, presento brevemente los ejes que guian la investigacion, asi como el proceder de la misma –una indagacion narrativa–, para centrarme en los hallazgos: elementos del saber de la experiencia de las educadoras como elementos para una pedagogia de la alteridad. Es en esta parte donde pongo a dialogar la experiencia de las educadoras con la literatura en relacion a la alteridad y la pedagogia del otro.
{"title":"Elementos para una pedagogía de la alteridad en la práctica de educadoras sociales. Un estudio narrativo","authors":"Clara Arbiol i González","doi":"10.14201/TEOREDU02109129","DOIUrl":"https://doi.org/10.14201/TEOREDU02109129","url":null,"abstract":"El texto es fruto de una investigacion narrativa que explora la practica de cuatro educadoras sociales para indagar en el saber que las sostiene en la creacion de relaciones educativas, un saber que proviene de la experiencia y que tiene su origen en la relacion. El presente articulo se centra en mostrar la exploracion de la experiencia de las educadoras sociales para senalar lo que podrian constituir elementos para una pedagogia de la alteridad en su practica de relacion educativa. Para ello, presento brevemente los ejes que guian la investigacion, asi como el proceder de la misma –una indagacion narrativa–, para centrarme en los hallazgos: elementos del saber de la experiencia de las educadoras como elementos para una pedagogia de la alteridad. Es en esta parte donde pongo a dialogar la experiencia de las educadoras con la literatura en relacion a la alteridad y la pedagogia del otro.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79270714","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：