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":"19 1","pages":"147-162"},"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":"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":"1 1","pages":"242-244"},"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}
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":"8 1","pages":"191-211"},"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":"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":"51 1","pages":"254-256"},"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":"1243 1","pages":"101-121"},"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":"24 1","pages":"239-241"},"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":"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":"155 1","pages":"245-247"},"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}
{"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":"68 1","pages":"251-253"},"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}
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":"8 1","pages":"109-129"},"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}
Ediciones Universidad de Salamanca / CC BY-NC-ND Teor. educ. 30, 2-2018, pp. 277-278 La primera parte, con el fin de dar a conocer este método a personas del ámbito educativo, nos acerca al mundo de la mediación. Para ello, a lo largo de cinco capítulos, la autora explica con precisión y clarifica los conceptos comunes a cualquier tipo de mediación. Se explica con especial detalle qué es la mediación a través de la descripción de sus características principales, modelos, ámbitos de aplicación, el rol del mediador y el desarrollo de un proceso de mediación paso a paso donde cualquier lector que no haya tenido contacto con el proceso de mediación pueda hacerse a la idea y conocer de qué se trata. La segunda parte, a lo largo de seis capítulos, aborda la mediación escolar comenzando por resaltar la importancia y necesidad de un buen clima de convivencia en el centro. Finalmente, la autora nos muestra de forma precisa el proceso de mediación en la escuela detallando sus objetivos y etapas, ofreciendo claves para la formación en mediación y vías para implementarla en la escuela. Para finalizar esta segunda parte ofrece un compendio muy útil tanto de indicadores de calidad como de estrategias de mediación en educación infantil, primaria y secundaria y los pasos a seguir para incorporar la mediación en el plan de convivencia. Por último, la tercera parte, que comprende los tres últimos capítulos, con el fin de facilitar a los centros la puesta en marcha de un programa de mediación escolar, nos propone un plan de formación de mediadores y mediadoras escolares. Para ello, a lo largo de los tres últimos capítulos se detalla el plan de formación, sus objetivos, competencias, contenidos BOQUÉ TORREMORELL, M. C. (2018) La mediación va a la escuela. Hacia un buen plan de convivencia en el centro. Madrid, Narcea.
萨拉曼卡大学出版社/ CC BY-NC-ND内容。人。30, 2-2018，第277-278页第一部分，为了让教育领域的人知道这种方法，让我们更接近调解的世界。本研究的目的是探讨调解在调解过程中所扮演的角色，以及调解在调解过程中所扮演的角色。特别详细地解释什么是中介通过描述自己的主要特征、模型、应用领域和调解人的角色发展中介过程一步一步任何读者都没有接触过调解进程能够把想法,了解到底是怎么回事。第二部分，共六章，讨论了学校调解，首先强调了中心良好共存气氛的重要性和必要性。最后，作者准确地向我们展示了学校调解过程的目标和阶段，提供了调解培训的关键和在学校实施的方法。最后，第二部分提供了一个非常有用的纲要，包括幼儿、小学和中学教育的质量指标和调解策略，以及将调解纳入共存计划的步骤。最后，第三部分，包括最后三章，为了使学校更容易实施学校调解方案，提出了一项学校调解员培训计划。为此，在最后三章中详细介绍了培训计划、目标、能力和内容boque TORREMORELL, m.c.(2018)调解进入学校。在中心制定一个良好的共存计划。马德里,Narcea。
{"title":"BOQUÉ TORREMORELL, M. C. (2018) La mediación va a la escuela. Hacia un buen plan de convivencia en el centro. Madrid, Narcea.","authors":"Judith Martín Lucas","doi":"10.14201/TERI.19664","DOIUrl":"https://doi.org/10.14201/TERI.19664","url":null,"abstract":"Ediciones Universidad de Salamanca / CC BY-NC-ND Teor. educ. 30, 2-2018, pp. 277-278 La primera parte, con el fin de dar a conocer este método a personas del ámbito educativo, nos acerca al mundo de la mediación. Para ello, a lo largo de cinco capítulos, la autora explica con precisión y clarifica los conceptos comunes a cualquier tipo de mediación. Se explica con especial detalle qué es la mediación a través de la descripción de sus características principales, modelos, ámbitos de aplicación, el rol del mediador y el desarrollo de un proceso de mediación paso a paso donde cualquier lector que no haya tenido contacto con el proceso de mediación pueda hacerse a la idea y conocer de qué se trata. La segunda parte, a lo largo de seis capítulos, aborda la mediación escolar comenzando por resaltar la importancia y necesidad de un buen clima de convivencia en el centro. Finalmente, la autora nos muestra de forma precisa el proceso de mediación en la escuela detallando sus objetivos y etapas, ofreciendo claves para la formación en mediación y vías para implementarla en la escuela. Para finalizar esta segunda parte ofrece un compendio muy útil tanto de indicadores de calidad como de estrategias de mediación en educación infantil, primaria y secundaria y los pasos a seguir para incorporar la mediación en el plan de convivencia. Por último, la tercera parte, que comprende los tres últimos capítulos, con el fin de facilitar a los centros la puesta en marcha de un programa de mediación escolar, nos propone un plan de formación de mediadores y mediadoras escolares. Para ello, a lo largo de los tres últimos capítulos se detalla el plan de formación, sus objetivos, competencias, contenidos BOQUÉ TORREMORELL, M. C. (2018) La mediación va a la escuela. Hacia un buen plan de convivencia en el centro. Madrid, Narcea.","PeriodicalId":44731,"journal":{"name":"Teoria de la Educacion","volume":"45 1","pages":"277-278"},"PeriodicalIF":1.5,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89558297","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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