This study presents the results of a research project whose objective is to propose measures to evaluate the right of children to engage in play, as recognised in the Convention on the Rights of the Child. After exhausting documentation and statistical sources, a lack of measures related to this right was clear. This led to the formation of discussion groups about play with schools, families and social agents. From this, an initial matrix was developed and submitted to experts who selected the most suitable measures. This resulted in the SIDERJU matrix, composed of measures for the structure, process and result.
The emergence in France of the Maisons familiales d'apprentissage rural in the 30s included active pedagogy and co-management in agricultural vocational training. This proposal will guide the cooperative experiences of the Valencian district agricultural schools that will be set up in Spain in recent years of the Franco dictatorship and will develop during the political transition towards democracy, in order to meet the demand for better training and cultural capitalisation of the countryside. These include the situation in the rural population of Chulilla (Valencia), which we are dealing with in this article and which tested educational actions for democratic management and pedagogical renewal. The analysis and study of this brief but significant experience of the history of Valencian education shows us how an educational community can build a critical school by practising freedom and at the same time maintain its roots. Using oral sources, we have been able to recover from the memory of its stakeholders, part of the history of this cooperative rural education initiative, analysing both the pedagogical budgets on which it was based (active methodology, alternation, co-management, democracy, comprehensive training, etc.) and its development in everyday practice. The emergence in France of the Maisons familiales d'apprentissage rural in the 1930s bought the inclusion of active pedagogy and Codetermination to agricultural professional education. This approach impeded the experiments in cooperating of the Valencian Comarcal Agricultural Schools that were created in Spain during the last years of France's dictatorship, and that they were further developed during the political transition to democracy, in order to meet the demand for improved education and cultural capitalisation of the Countryside. Among these experiences, it is worth noting that of the rural population of Chulilla (Valencia the subject of the following study as it is the implementation of educational practices based on democratic management and ...
El surgimiento en Francia de las Maisons familiales d'apprentissage rural en los años 30 del siglo xx supuso la incorporación de la pedagogía activa y la cogestión a la formación profesional agrícola. Esta propuesta guiará las experiencias cooperativistas de las Escuelas Agrícolas Comarcales valencianas que se crearán en España en los últimos años de la dictadura franquista y se desarrollarán durante la transición política hacia la democracia, para dar respuesta a la demanda de una mejor formación y capitalización cultural del campo. Entre ellas cabe ubicar la existente en la población rural de Chulilla (Valencia), de la que nos ocupamos en el presente artículo y que ensayó acciones educativas de gestión democrática y renovación pedagógica. El análisis y estudio de esta breve pero significativa experiencia de la historia de la educación valenciana, nos muestra cómo una comunidad educativa puede construir una escuela crítica practicando la libertad y, de manera simultánea, mantener sus raíces. Recurriendo a las fuentes orales, hemos podido recuperar de la memoria de sus protagonistas, una parte de la historia de esta iniciativa cooperativa de educación rural, analizando tanto los presupuestos pedagógicos en los que se fundamentaba (metodología activa, alternancia, cogestión, democracia, formación integral, etc.), como su desarrollo en la práctica cotidiana. The emergence in France of the Maisons familiales d'apprentissage rural in the 1930s bought the inclusion of active pedagogy and codetermination to agricultural professional education. This approach impelled the experiments in cooperativism of the Valencian Escuelas Agrícolas Comarcales that were created in Spain during the last years of Franco's dictatorship, and that were further developed during the political transition to democracy, in order to meet the demand for improved education and cultural capitalization of the countryside. Among these experiences, it is worth noting that of the rural population of Chulilla (Valencia the subject of the following study as it shows the implementation of educational practices based on democratic management and pedagogical renewal. The analysis and study of this brief but meaningful experience in the history of Valencian education reveals the way in which an educational community is able to build a critical school where freedom is practiced while at the same time holding on to its origins. By resorting to oral sources, we have been able to recover the memory of their protagonists, a part of the history of this cooperative initiative of rural education, analyzing both pedagogical assumptions on which it was based (active methodology, alternation, codetermination, democracy, personal development, etc.), as well as its development in daily practice.
Producción Científica ; This volume brings us closer to the dynamics of the educational world, especially students, from a wide range of national and regional scenarios, with a special focus on Europe and Latin America. In this way, a plural panorama is shown, in which the stories centered on the usual protagonists of the 1968 processes are accompanied by other scenarios, often considered secondary, but which this volume inserts in a more general story that helps us understand how the processes of the 60s were not concrete or national, but got an absolute regional and global significance. We see a complex process of transnational demand that ranged from Eastern Europe, included in the Soviet bloc, to the very heart of the Western Hemisphere, with the United States as the main axis, passing through the politically varied Western Europe, submitted to the same processes and cultural influences. In this sense, to the works that deal with the United States and France, are added others focused on Italy, Spain and Brazil, as priority focus areas, together with other European and Latin American landscapes: Great Britain, Portugal, Greece, Slovakia, Hungary, Chile, Uruguay and Mexico, without missing, in addition, the case of one of the most unique actors on the international scene: the State of Israel. With this volume, we want to continue advancing in the knowledge of the educational world of the second half of the 20th century. Great are the challenges of this world at the beginning of the 21st century and many of them were already evident in 1968. Others have materialized as a result of those events. To confront both of them, we must first identify and analyze them, as well as being aware of their magnitude. We hope that all this work can contribute to this aim. ; Departamento de Filosofía (Filosofía, Lógica y Filosofía de la Ciencia, Teoría e Historia de la Educación, Filosofía Moral, Estética y Teoría de las Artes)
