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From the 23rd to 26th of November 2009 in La Palma island, in the Canaries, the Comparative Education Society in Europe (CESE) organized an international symposium entitled PISA under Examination: Changing Knowledge, Changing Tests, and Changing Schools. During four days seventeen leading scholars of Europe and America presented their contributions to debate the different problematiques of the remarkable phenomenon represented by the OECD Programme for International Student Assessment or PISA. PISA is not merely an educational event. It is also a media circus which involves the public rehearsal for reasons for failure or success; and even, in some cases, public and political and academic explanations about why 'failure' was not really that, and why 'success' was not really that either. At the centre of all these indications, we find the growing influence of international agencies on education and schooling which is decisively contributing to a marketisation of the field of education, in the context of an increasingly multilevel and fragmented arena for educational governance based on the formulation, the regulation and the transnational coordination and convergence of policies, buttressed at the same time by the diffusion of persuasive discursive practice. Organized in four sections entitled The Comparative Challenges of the OCDE PISA Programme, PISA and School Knowledge, The Assessment of PISA, School Effectiveness and the Socio-cultural Dimension, PISA and the Immigrant Student Question, and Extreme Visions of PISA: Germany and Finland, the contributions of this book offers a comprehensive approach of all these challenging and significant issues written from different and distinct research and academic traditions

Pereyra, M. (1945). The language of the forms. A theory of the "creator" power of the camera. Experimental cinema. (2): 99-102. http://hdl.handle.net/10251/42600. ; 99 102 2 ; Pereyra, M. (1945). The language of the forms. A theory of the "creator" power of the camera. Experimental cinema. (2): 99-102. http://hdl.handle.net/10251/42600. ; Importación Masiva ; Pereyra, M. (1945). The language of the forms. A theory of the "creator" power of the camera. Experimental cinema. (2): 99-102. http://hdl.handle.net/10251/42600. ; Pereyra, M. (1945). El lenguaje de las formas. Una teoría sobre el poder "creador" de la cámara. Cine experimental. (2):99-102. http://hdl.handle.net/10251/42600.

The 1980s were an important decade for educational inquiry. It was the moment of the "linguistic turn," with its emphasis on the role of language as a constructor of reality, a structuring agent for institutions such as schools, and a medium for translating knowledge into elements of power for processes of social regulation. Drawing on the work and insights of educational researcher Thomas S. Popkewitz, this book shows how the linguistic turn provided an alternative to both mainline educational research grounded in the ideals of political liberalism and the effort of neo-Marxists to challenge

Democratic management as a way of organizing the public school can be translated in its contemporary historicity as a collective action that demands changes in the autocratic and hierarchical structure of the school unit. In this article, we analyze the process of constructing legislation on democratic school management in contexts of local educational reforms, based on Brazilian and Spanish cases. Methodologically, we understand educational legislation as documents that incorporate discourses with legitimate authority, especially of the State, and that spread conceptions of the world as a result of disputes over hegemony in the field of educational policies. In terms of results, our study points out that throughout the process of producing legislation for the democratic management of schools, the two countries showed advances and setbacks regarding the specification of the school actors who should participate in decision-making processes, as well as the instances of participation in school management. ; La gestión democrática, como modo de organización de la escuela pública puede ser traducida, en su historicidad contemporánea, como una acción colectiva que exige cambios en la estructura autocrática y jerárquica de la unidad escolar. Este artículo analiza el proceso de construcción de la legislación sobre gestión escolar democrática en contextos de reformas educativas locales, tomando como base los casos brasileño y español. Metodológicamente, entiende la legislación educativa como documentos que incorporan discursos revestidos de autoridad legítima, especialmente de Estado, que difunden concepciones de mundo fruto de disputas por hegemonía en el campo de las políticas educativas. En términos de resultados el estudio apunta que, a lo largo del proceso de producción de legislación para la gestión escolar democrática, los dos países investigados presentan avances y retrocesos en relación tanto con la especificación de los actores escolares que deberían participar en los procesos de toma de decisiones sobre las cuestiones escolares cuanto sobre cuáles serían las instancias de participación en la gestión escolar. ; A gestão democrática, como modo de organização da escola pública, pode ser traduzida, em sua historicidade contemporânea, como uma ação coletiva que exige mudanças na estrutura autocrática e hierárquica da unidade escolar. Neste artigo analisamos o processo de construção da legislação sobre gestão escolar democrática em contextos de reformas educacionais locais, tomando por base os casos brasileiro e espanhol. Metodologicamente, entendemos a legislação educacional como documentos que incorporam discursos revestidos de autoridade legítima, especialmente de Estado, que difundem concepções de mundo fruto de disputas por hegemonia no campo das políticas educacionais. Em termos de resultados, nosso estudo aponta que, ao longo do processo de produção de legislação para a gestão escolar democrática, os dois países que investigamos apresentam avanços e recuos em relação tanto à especificação dos atores escolares que deveriam participar nos processos de tomada de decisões sobre as questões escolares, quanto sobre quais seriam as instâncias de participação na gestão escolar.

Intro -- Education and the Political: New Theoretical Articulations -- TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- INTRODUCTION: EDUCATION AND THE POLITICAL -- ABOUT THE CONTRIBUTIONS -- DO WE HAVE A THEORY? -- REFERENCES -- AFFILIATION -- ARE DUTIES OF JUSTICE IN EDUCATION GLOBAL IN SCOPE? -- NOTES -- REFERENCES -- AFFILIATION -- EDUCATION FOR RESISTANCE, EDUCATION FOR CONSENSUS?: Non-Consensual Democracy and Education -- NOTES -- REFERENCES -- AFFILIATION -- GRAMMARS OF PRIVATIZATION, SCHOOLING, AND THE "NETWORK STATE" -- I -- II -- III -- IV -- V -- VI -- NOTES -- REFERENCES -- AFFILIATION -- IDENTITY AND NORMATIVITY: POLITICS AND EDUCATION -- LACLAU'S IDENTITY -- NORMATIVITY AND THE SOCIAL -- EMPTY SIGNIFIERS, EDUCATION AND NORMATIVITY -- EXPANDING THE NORMATIVE: CHANTAL MOUFFE -- THE SPACE FOR ETHICS -- THE DEONTIC, THE DEONTOLOGICAL, THE ETHICAL, AND THE ROLE OF EDUCATION -- NOTES -- REFERENCES -- AFFILIATION -- TIME OUT: CAN EDUCATION DO AND BE DONE WITHOUT TIME? -- INTRODUCTION -- THE TIME OF EDUCATION -- TIME OUT? -- EDUCATION AND THE FREEDOM OF SPEECH -- DISCUSSION -- REFERENCES -- AFFILIATION -- THE DOUBLE SUBJECTIFICATION FUNCTION OF EDUCATION: Reconsidering Hospitality and Democracy -- INTRODUCTION -- SUBJECTIFICATION AS EDUCATIONAL INTEREST -- RANCIÈRE'S DICHOTOMY -- THE CLOSE-UP AND THE WIDE-ANGLE VIEW -- ARE "EQUALITY" AND "EQUALITY" THE SAME? -- BOTH ENDS OF THE TELESCOPE -- CONCLUSION -- NOTES -- REFERENCES -- AFFILIATION -- THE POLITICS OF THE UNIVERSITY: Movements of (de-)Identification and the Invention of Public Pedagogic Forms -- THE PROFANATION OF THE BOOK -- THE PROFANATION OF REASON -- THE PROFANATION OF CULTURE AND OF TIME -- PUBLIC PEDAGOGIC FORMS -- THE PROFANATION OF PRODUCTION AND COMMUNICATION -- OUR CONCERN: STUDIA PAEDAGOGICA -- NOTES -- REFERENCES -- AFFILIATION.

Intro -- Engaged Scholarship: The Politics of Engagement and Disengagement -- TABLE OF CONTENTS -- PREFACE -- 1. INTRODUCTION -- DEFINING ENGAGEMENT -- Disengagement -- Contributions -- REFERENCES -- AFFILIATIONS -- 2. BEYOND THE BINARY: Scholarship, Engagement, and Social Transformation -- INTRODUCTION -- ENGAGED SCHOLARSHIP -- SOCIAL TRANSFORMATION -- TRANSFORMATIVE ENGAGEMENT -- ONTOLOGICAL CONSIDERATIONS -- DISENGAGEMENT -- IMPLICATIONS -- CONCLUSION -- REFERENCES -- AFFILIATION -- 3. BETWEEN ENGAGEMENT AND CITIZENSHIP: Scholarship, Public Policy and Their Others -- INTRODUCTION -- CONTEXT: THE ASSOCIATIONAL REVOLUTION AND GLOBAL CIVIL SOCIETY -- SCHOLARSHIPS AND THE CALL FOR ENGAGEMENT -- ENGAGING THE CURRICULUM -- ENGAGING STUDENTS AND THE COMMUNITY - FROM THE SCHOLARSHIP OF TEACHING TO 'PRODUSER' PARTICIPATION -- ENGAGING TECHNOLOGY: THE NEW DIGITAL UTOPIA -- PROSPECTS AND CHALLENGES FOR THE CIVIC UNIVERSITY IN TIMES OF CRISIS -- REFERENCES -- AFFILIATIONS -- 4. ENGAGED SCHOLARSHIP IN A TIME OF THECORPORATIZATION OF THE UNIVERSITY ANDDISTRUST OF THE PUBLIC SPHERE: A Decolonizing Response -- HIGHER EDUCATION AND PROCESSES OF INTERNATIONALIZED CORPORATISM -- Process 1: Diminishing the Public Sphere -- Process 2: Using Logics of Discipline to Corporatize the University -- USING MIGNOLO'S (2011) TRAJECTORIES OF THE GLOBAL ORDER TO FRAME KNOWLEDGE AND ENGAGED SCHOLARSHIP -- GLOBALIZED ENGAGEMENT AND DISENGAGEMENT: EPISTEMIC DISOBEDIENCE AND TAKING PLURIVERSALITY SERIOUSLY -- Optionality, Publicness, and Decolonial Engagement -- CONCLUSION -- NOTE -- REFERENCES -- 5. ENGAGING AFRICANIST PHILOSOPHIES ANDEPISTEMOLOGIES IN EDUCATION FOR SOCIAL DEVELOPMENT Historical and Current Analyses -- INTRODUCTION -- COLONIAL EDUCATION AS COUNTER DEVELOPMENT, AND THE DEPHILOSOPHIZATION/DE-EPISTEMOLOGIZATION OF THE AFRICAN SPACE.

This volume brings together a group of leading scholars in the study of the cultural history of education. These scholars, whose work represents a variety of national contexts from throughout Europe, Latin America, and North America, contribute to a growing body of work that seeks to re-think historical studies in education by integrating the study of knowledge systems, otherwise known as "discourses" into traditional intellectual history. The articles included investigate how these discourses "construct, shape, coordinate, and constitute social practices through which individuals reason about their participation and identity", in the words of Popkewitz. The collection challenges the field of historical studies in education to move away from the historicism that still dominates it, and thus introduces new ways to think about the politics of knowledge and the problems of change and reform in education

La tecnología es indispensable en nuestra vida cotidiana, así como en la vida laboral, un ejemplo de ello es la contabilidad, la cual es muy desgastante, pero con los avances tecnológicos ha sido de gran ayuda para los contadores, utilizando herramientas las cuales han simplificado esa labor que antes era tan laboriosa. En la presente investigación se describirá como se ha ido desarrollando las TICs y comoel contador se ha ido adaptando a las nuevas tecnologías para mejorar y desarrollar aún más sus capacidades en su área para así ofrecer a las empresas un servicio más eficiente y seguro.