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The work focuses on education, social atomization and the terror of political authoritarianism and neoliberal fascism. Two different political tremors that shake the world these days are analyzed: on the one hand, the spread of resistance to the emerging neo-fascism; and on the other, a new emerence in massive forms ofcollective resistance against neoliberalism. The question lies about how education gives rise to ways of selftraining that can allow people to resist fascist and neoliberal mentalities. Pedagogy, as a resistance tool, opens a space for translation, criticism and resistance. This is particularly crucial in the face of atomization that isolates individuals and fosters a sense of helplessness by stating that the existing order cannot be changed. In order to dismantle these regimes, we must also find a way to break the atomization patterns that make them possible. Without hope there is no possibility of resistance, dissent and struggle. Organization is a condition for struggle, and hope is s condition for organization. Hope expands the space of the possible andbecomes a way to recognize and name the incomplete nature of the present. ; El trabajo se centra en la educación, la atomización social y el terror del autoritarismo político y el fascismo neoliberal. Se analizan dos temblores políticos distintos que sacuden al mundo por estos días: por un lado, la propagación de una resistencia al emergente neo-fascismo; y por el otro, un nuevo surgimiento en formas masivas de una resistencia colectiva contra el neoliberalismo. Yace el interrogante acerca de cómo la educación da lugar a modos de autoformación que puede permitirle a la gente resistirse a las mentalidades fascistas y neoliberales. La pedagogía, como herramienta de resistencia, abre un espacio de traducción, crítica y resistencia. Esto resulta particularmente crucial frente a la atomización que aísla a los individuos y fomenta una sensación de impotencia al afirmar que no se puede cambiar el orden existente. Para poder desmantelar estos regímenes debemos también encontrar un modo de romper con los patrones de atomización que los hacen posible. Sin esperanza no existe posibilidad de resistencia, disidencia y lucha. la organización es condición para la lucha, y la esperanza es condición para la organización. La esperanza expande el espacio de lo posible y se transforma en una manera de reconocer y nombrar la naturaleza incompleta del presente.

El estudio de las múltiples relaciones entre la educación y el sentido conceptual de la democracia sigue siendo una temática de interés. El objetivo principal del trabajo que se presenta es poner en valor el concepto, los pilares y el proceso de construcción de una escuela democrática, categorías sobre cuyos cimientos se asienta el carácter democrático de la institución escolar: la exigencia de la participación y la mejora de la convivencia. Este estudio se ha desarrollado a través de la voz de especialistas de educación de Salta (Argentina) y Valencia (España), comparando las acepciones más destacadas entre ambos países. A nivel metodológico, se ha llevado a cabo una investigación de carácter cualitativo, a través de entrevistas, encuestas y grupos focales, participando un total de 680 sujetos. Los resultados obtenidos evidencian que, pese a las diferencias detectadas, las exigencias y las necesidades de ambos países confluyen más de lo previsto. Desde ambas perspectivas se hace latente la necesidad de construir una escuela más inclusiva, participativa y formadora, a través de la mejora de la coordinación y la implicación de profesionales, familias y comunidad. Se concluye, finalmente, que una escuela democrática es una comunidad de aprendizaje donde la participación de todos (educar en democracia), aspira a convertirse en un taller práctico de convivencia (educar para la democracia). ; The study of the multiple links between education and the conceptual meaning of democracy remains a topic of interest. This paper aims to bring to the fore the concept, the pillars and the building process of a democratic school. The foundation of these categories is where the democratic character of the educational establishment lies: the imperative for participation and the improvement of living together. This study is based on the insights of 680 education specialists from Salta (Argentina) and Valencia (Spain) and compares the most salient meanings between both countries. At the methodological level, we have carried out a qualitative research by conducting interviews, surveys and focus groups. Our findings reveal that, despite the differences detected, the demands and needs of both countries converge more often than anticipated. From both perspectives, it is clear that there is a need to build a more inclusive, participatory and formative school, by improving the coordination and involvement of professionals, families and the community. Finally, it follows that a democratic school is a learning community where everyone's participation (educating about democracy) aspires to become a hands-on workshop on living together (educating for democracy).

In this article, we analyze the Universidade Aberta do Brasil (UAB [Open University of Brazil]) program, the aim of which is to democratize the Brazilian educational system, through the distance education modality and its institutionalization in the University of Brasília (UnB). We question the democratizing intent of the program, based on contemporary theses that speak of the renewal of education reproduction dynamics and on the specialized literature already accumulated on the program in question. Precisely, we question whether the educational modality at issue becomes stratified, in a type of intra-institutional duality. For this, interviews were conducted with coordinators of undergraduate distance programs, seeking to analyze the several dimensions of the supposed intra-institutional duality generated by the program. A documental analysis was also conducted, aimed at complementing the understanding of the subject and reaching the goal of the research. A complex institutional scenario was found, with significant changes over the years of application of the program. However, it became clear that institutional and teaching operations, and community relations in distance programs, in several aspects, are marginal to face-to-face programs. After an analysis of the research results, it was concluded that the distance modality is confined to merely partial institutionalization and inclusion, reinforcing the theses of the theory of reproduction in its most current versions. ; Neste artigo, analisamos o programa Universidade Aberta do Brasil (UAB) que visa à democratização do sistema educacional brasileiro através da modalidade a distância e sua institucionalização na Universidade de Brasília (UnB). Questiona-se a pretensão democratizante do programa a partir das teses contemporâneas que versam a respeito da renovação das dinâmicas de reprodução educacional e da literatura especializada já acumulada acerca do programa em questão. Precisamente, se a modalidade educacional em questão se estratificaria na forma de uma dualidade intrainstitucional. Para tanto, foram realizadas entrevistas com coordenadores de curso de graduação a distância, buscando analisar as diversas dimensões da suposta dualidade intrainstitucional gerada pelo programa. Uma análise documental também foi mobilizada, visando a complementar o entendimento do objeto e atingir o objetivo da pesquisa. Constatou-se um complexo cenário institucional, com significativas modificações no decorrer dos anos de aplicação do programa. No entanto, ficou claro que as operações institucionais e didáticas e as relações comunitárias dos cursos a distância, em vários aspectos, ocorrem de forma marginal ao presencial. Após análise dos resultados da pesquisa, conclui-se que a modalidade a distância se encerra em uma institucionalização e inclusão apenas parcial, reforçando as teses da teoria da reprodução em suas versões mais atuais.

In this article we present a study about the reinforcement of the Peace subject under the Law No. 1732 of 2014 and in the Regulatory Decree No. 1038 of 2015 in Cauca state in the Colombian Republic and legislative which measures that contributes to the strengthening of education considering the post-conflict situation the country is facing. This socio-legal research uses a mixed method. The qualitative approach based on documentary analysis, the ethnography which used the interview as a technique and the quantitative approach which considered the underpinned statistics data which the government entities provided with The study focuses on the pre-school, elementary, middle and high school of the educational institutions in Cauca state by starting a historical compilation of the regulations to determine compliance with legislative guidelines. Notwithstanding, the guidelines of the National Authority of Education for the Peace and subject development in Cauca state the progress results in its enforcement are little and are centered in Popayán as the state capital city without any record of its development on the other remaining 41 towns in the state thus evidencing the absence of an effective monitoring and control of the competent authorities. ; En este artículo presentamos un estudio sobre el tema del fortalecimiento de la paz bajo la Ley No. 1732 de 2014 y el Decreto Regulatorio No. 1038 de 2015 en el estado de Cauca en la República de Colombia y medidas legislativas que contribuyen al fortalecimiento de la educación. Considerando la situación de posconflicto que enfrenta el país. Esta investigación socio-legal utiliza un método mixto. El enfoque cualitativo basado en el análisis documental, la etnografía que utilizó la entrevista como técnica y el enfoque cuantitativo que consideró los datos estadísticos subyacentes que proporcionaron las entidades gubernamentales. El estudio se centra en la educación preescolar, primaria, secundaria y bachillerato. Instituciones educativas en el estado de Cauca iniciando una compilación histórica de las regulaciones para determinar el cumplimiento de las pautas legislativas. No obstante, las pautas de la Autoridad Nacional de Educación para la Paz y el desarrollo del tema en el estado del Cauca, los resultados del progreso en su aplicación son escasos y se centran en Popayán como la capital del estado sin ningún registro de su desarrollo en las otras 41 ciudades restantes en el estado evidenciando la ausencia de un monitoreo y control efectivos de las autoridades competentes.

Bearing in mind the great efforts of the National Government and the Ministry of Education to invest in programs that enhance the use of ICT as a teaching tool, this research seeks to contribute to knowledge about the educational potential of ICT for strengthening the comprehensive development of preschool children, through the design and implementation of IntegraTIC, a virtual learning environment (VLE) based on the principles of preschool education: playful, comprehensive and holistic design and based on the principles of AIDO: autonomous, interactive, diverse and open. To carry out this research process qualitative approach with descriptive scope and through research-based design and methodology was raised. The reference frame is given by the curriculum guidelines for preschool, constructivism and dimensions of human development. After analyzing each of the instruments of data collection used in this research it was obtained as a result that the design and implementation of Integra ICT itself favors the comprehensive development of children of preschool, since it articulates all categories of analysis used as the dimensions of development, playful, holistic and comprehensive process developing new possibilities through autonomy, interaction, diversity and openness, which results in a powerful teaching aid of stimulation and academic support for children in early childhood that use ICT. ; Teniendo presente los grandes esfuerzos del Gobierno Nacional y el Ministerio de Educación por invertir en programas que fortalezcan el uso de las TIC como herramienta pedagógica, el presente trabajo de investigación busca contribuir al conocimiento acerca del potencial pedagógico de las TIC para el desarrollo integral de los niños y niñas de preescolar, a través del diseño e implementación de IntegraTIC, un ambiente virtual de aprendizaje (AVA) basado en los principios de la educación preescolar: lúdico, integral y holístico y los principios del conectivismo: autónomo, interactivo, diverso y abierto (AIDA). El marco de referencia está dado por las orientaciones curriculares para preescolar, el conectivismo y las dimensiones del desarrollo del ser humano. Luego del análisis de cada uno de los instrumentos de recolección de la información utilizados en esta investigación, se obtuvo como resultado que el diseño e implementación de IntegraTIC, sí favorece el desarrollo integral de los niños y las niñas de preescolar, puesto que articula las dimensiones del desarrollo del niño, los principios de educación y los principios del conectivismo, dando como resultado una potente ayuda pedagógica de estimulación y refuerzo académico para los niños y las niñas en la primera infancia.

Una serie de estudios han identificado como una problemática relevante en los profesores principiantes, la tensión entre la adaptación a las lógicas institucionales y la innovación o transformación. Esta tensión se ve atravesada por el peso de la biografía escolar, los contextos socio-profesionales, muchas veces tradicionales, y la formación inicial docente. El presente artículo propone una aproximación a dichas tensiones, a partir de un estudio de casos de carácter cualitativo y longitudinal, centrado en el análisis de las lógicas que movilizan, articulan y/o configuran seis docentes de secundaria en práctica profesional de distintas universidades chilenas. Un resultado relevante es que independiente de las notables diferencias entre los participantes, los une el miedo político, es decir, a arriesgarse a cambiar lo instituido, tendiendo a someterse, en mayor o medida, al poder hegemónico de un sistema escolar altamente estandarizado y controlador. Se concluye que el miedo actuará paralizando los intentos de cambio de los principiantes, en la medida que la formación docente no colabore en la construcción de un posicionamiento político, epistemológico y pedagógico que les permita desnaturalizar las causas de sus miedos y construir alternativas de acción. A fin de cuentas, no se puede transformar la realidad sin transformarnos a nosotros mismos ; A series of recent studies has identified as a key issue among novice teachers the tension between the adoption of institutional and standardized logics and innovation or transformation, which in turn is highly influenced by the students' school backgrounds, traditional socio-professional settings, and the initial teacher training experience. This article proposes an in-depth understanding of this phenomenon in a case study research, from a qualitative longitudinal approach, centered on the analysis of the assumptions and attitudes that configure the teaching practices of six secondary novice teachers from different Chilean universities. In spite of the notorious differences among students, fear of changing politics is their common ground, leaving them with no choices but to obey the hegemonic power of a highly controlling and standardized education system. As a conclusion, fear is seen as a paralyzing agent that will prevent students from subverting these barriers. Unless teacher education programs do not encourage students' raise of political, epistemological and pedagogical awareness and empowerment, they will continue struggling with their fears, and therefore they will not bring about new courses of action. Transforming reality is possible only by transforming ourselves.

International audience ; The present paper addresses the issue of language policy and language planning in Morocco. In particular, it argues that that there is a lack of a clear language planning strategy that is based on a sound political, socioeconomic , ideological and academic justification. This problem has resulted in an inconsistent education approach, creating an incompatibility between different levels of education (e.g. high schools vs. universities), social classes (e.g. low class vs. middle/high class) and professional environments (e.g. academia vs. job market). For this reason, we suggest that three elements need to be integrated into any language planning effort. These are Literacy Prestige, Economic Prestige and Academic/Scientific Prestige. ; Le présent document examine la question de la politique linguistique et de la planification linguistique au Maroc. En particulier, nous soutenons qu'il y a un manque de stratégie claire de planification linguistique basée sur une justification politique, socio-économique, idéologique et académique solide. Ce problème a entraîné une approche éducative incohérente, créant une incompatibilité entre les différents niveaux d'enseignement, les classes sociales ainsi qu'au niveau des environnements professionnels. Pour cette raison, nous suggérons que trois éléments doivent être intégrés dans tous les efforts déployés dans la planification linguistique au Maroc tel que: le Prestige artistique,économique et celui académique/scientifique.

Biblical Criticism, the historical study of Biblical texts, spread across the European universities during the late 19th century, the same period when the European states modernized, and identifying state and nation became a political project. The new scientific view on the Bible became in this political reform context a topic of public debate: Should the national education systems under construction implement the modern scientific understanding of the Bible, should school keep teaching the Catechism, or should religious instruction be separated from the school of the nation in order to become a 'school for all'? Whereas the academic hotbeds of Biblical Criticism were not least the Germanspeaking universities and academic institutions in France, the popularization of Biblical Criticism through education proved more successful in the Nordic states than in e.g. Prussia and France. The article explores the gradual success of Biblical Criticism education reform efforts in the case of Denmark from the late 19th to mid-20th century in relation to the development of the state from an absolutist kingdom to a nation state with constitutional monarchy and parliamentarism, and discusses on this basis the relation between religion, secularization and educational nation-state crafting. ; Biblijski kriticizam, tj. povijesno proučavanje biblijskih tekstova, proširio se europskim sveučilištima tijekom kasnog 19. stoljeća, u istom periodu u kojem su se europske države modernizirale, a identifikacija države i nacije postala politički projekt. Neka znanstvena gledišta na Bibliju postala su tema javne rasprave u kontekstu spomenute političke reforme: trebaju li nacionalni obrazovni sustavi u okviru reforme primijeniti moderno znanstveno razumijevanje Biblije; treba li škola nastaviti poučavati katekizam ili bi se poduka religije trebala odvojiti od državne škole da bi postala 'škola za sve'? Dok su akademska legla biblijskog kriticizma bila posebno sveučilišta na kojima se govorio njemački i akademske institucije u Francuskoj, popularizacija biblijskoga kriticizma kroz obrazovanje bila je uspješnija u nordijskim zemljama nego u npr. Prusiji i Francuskoj. U ovom radu istražuje se postupan uspjeh nastojanja reforme obrazovanja u području biblijskoga kriticizma u slučaju Danske iz perioda kasnog 19. do sredine 20. stoljeća, u odnosu na razvoj države iz apsolutističke kraljevine u nacionalnu državu s konstitucionalnom monarhijom i parlamentarizmom, i na toj osnovi propituje odnos između religije, sekularizacije i obrazovnoga oblikovanja nacionalne države.

For over two decades, civic movements have emerged strongly in most of the Western demo -cracies. Governments have been attempt ing to implement the various recommendations of the Council of Europe (2002; 2010a). The introduction of educational reforms and the ongoing development of curricula have provided an opportunity to include civic education in the national curriculum of most of the European countries (Naval, Print & Veldhuis, 2002). Currently citizenship education is considered as one way to help young people to acquire the social and citizenship competencies required for the future life (Altarejos y Naval, 2005; Bolívar, 2007; Pérez Juste, 2007; Pérez Serrano, 2008) . This paper aims to display , given the impulse that civic education is getting internationally, the possible future tendencies i n this research area. Additionally, we can not ignore that young people also go through with their experience of citizenship in d igital spaces. In a modern society the media literacy processes may promote the social participation and the promotion of social and civic competence s (Kubey, 2003; Guo -Ming, 2007; Gonzálvez, 2012). ; Desde hace más de dos décadas un movimiento a favor del civismo surgió con fuerza en la mayoría de las democracias occidentales . Los gobiernos tratan de aplicar las recomendaciones dadas por el Consejo de Europa (2002; 2010a ). La implantación de reformas educativas y el consiguiente desarrollo curricular han si do una oportunidad para la introducción de la educación cívica en los currí culums nacionales de la mayoría de los países europeos (Naval, Print and Veldhuis, 2002). Actualmente la educación para la ciudadanía es considerada como una de las vías para ayuda r a los jóvenes a adquirir las competencias sociales y ciudadanas que van a necesitar en su vida futura ( Altarejos y Naval, 2005; Bolívar, 2007; Pérez Juste, 2007; Pérez Serrano, 2008) . El propósito de este artículo es mostrar, a partir del impulso que est á recibiendo la educación cívica en el ámbito internacional, las posibles líneas de acción que se presentan en este ámbito. No podemos obviar que también en los espacios digitales los jóvenes llevan a cabo su experiencia de la ciudadanía. E n una sociedad moderna l os procesos de alfabetización mediática pueden favorecer la participación social y el fomento de la competencia social y cívica ( Kubey, 2003; Guo -Ming, 2007; Gonzálvez, 2012).

this paper discusses the structural victimizing paradigm that dominates both research on school violence and public policy that seeks to respond to it. A brief conceptual genealogy will be presented along with a description of precedents that have reduced school violence to what is known as bullying. It is argued that a wider, phenomenological perspective is needed to understand the complexity of the world of school life. the phenomenon should be analyzed from two relevant viewpoints: complex knowledge management and school climate. ; El siguiente artículo discute el paradigma victimizatorio estructural desdeel cual se enfocan la investigación en violencia escolar y la política pública que busca reaccionar a ella. Se desarrollará una breve genealogía conceptual y de los antecedentes que han llevado a reducir el fenómeno de la violencia escolar a lo que se conoce como bullying. Al mismo tiempo, se mostrará la necesidad de ampliar el fenómeno para una comprensión fenomenológica y compleja que permita mirar el mundo de la vida escolar bajo el prisma de dos conceptos relevantes: la gestión compleja del conocimiento y el clima escolar. ; Le présent article débat le paradigme de la victimisation structurale depuis laquelle se concentre tantôt la recherche en violence scolaire que la politique publique qui cherche réagir contre elle. On développera une brève généalogie conceptuelle et des antécédentes qui ont réduit le phénomène de la violence scolaire ce qu′on désigne sous le nom de bullying. En même temps, on montrera le besoin d′élargir ce phénomène pour élaborer une compréhension phénoménologique plus complexe afin de nous permettre un regard du monde de la vie scolaire —de la mise en marche des apprentissages et des logiques qui s′y articulent— sous le même prisme de deux concepts essentiels: la gestion complexe de la connaissance et le climat scolaire. En outre, on montrera à partir d′une recherche exploratoire, que l′amélioration du climat scolaire et par conséquence de la diminution de la violence scolaire est liée à une gestion de la connaissance scolaire plus complète i.e. Métadisciplinaire, complexe et compréhensive cela est motivé pour le caractère relationnel de la connaissance. ; Le présent article débat le paradigme de la victimisation structurale depuis laquelle se concentre tantôt la recherche en violence scolaire que la politique publique qui cherche réagir contre elle. On développera une brève généalogie conceptuelle et des antécédentes qui ont réduit le phénomène de la violence scolaire ce qu′on désigne sous le nom de bullying. En même temps, on montrera le besoin d′élargir ce phénomène pour élaborer une compréhension phénoménologique plus complexe afin de nous permettre un regard du monde de la vie scolaire sous le même prisme de deux concepts essentiels. ; O seguinte artigo discute o paradigma vitimizatório estrutural a partir do qual se enfoca tanto a pesquisa em violência escolar como a política pública que procura construir reações a este fenômeno.No texto se desenvolverá uma breve genealogia dos conceitos e dos antecedentes que levaram a reduzir o fenômeno da violência escolar conhecida como bullying. Ao mesmo tempo se mostrará a necessidade de se ampliar a visão sobre dito objeto, rumo a um entendimento fenomenológico e complexo que permita olhar o mundo da vida escolar sob o prisma de dois conceitos relevantes: a gestão complexa do conhecimento e o clima escolar.

"November 29, 2001." ; Shipping list no.: 2002-0062-P. ; Distributed to some depository libraries in microfiche. ; Mode of access: Internet.

The 1843 edition under title: History of the colonies of the British Empire . ; Tables. ; Includes separately paged appendix. ; Conigenda: p. [viii]. ; Electronic reproduction. ; Mode of access: Internet. ; 44

"In Polen wurde nach dem Systemumbruch im Jahr 1989 ein starker Geburteneinbruch beobachtet, der nahezu parallel von einer Bildungsexpansion begleitet wurde. Der schnell steigende Anteil junger hoch gebildeter Frauen sollte sich stark auf die zukünftige Fertilitätsentwicklung Polens auswirken, denn Akademikerinnen bekommen nicht nur später, sondern auch weniger Kinder. Die Studie lenkt den Fokus auf das Zweitgeburtsverhalten, da die Geburt des ersten Kindes in Polen weiterhin als universell gilt. Die empirischen Ergebnisse auf Basis des Employment, Family and Education Surveys (2006) zeigen eine mit steigendem Bildungsniveau signifikant sinkende Zweitgeburtenrate. Hochschulabsolventinnen sind in Polen mit hohen Opportunitätskosten konfrontiert, die nur eingeschränkt von den geltenden familienpolitischen Maßnahmen und Arbeitsmarktregulierungen minimiert werden." (Autorenreferat)

• Lawther issued proclamation yesterday declaring quarantine against all public gatherings, including churches, and closing public and private colleges and schools to prevent further influenza spread. • Citon P. Russell, member of Board of Education and acting chair, asked by what authority Lawther issued such an order. Lawther referred to state laws. • T.E. Jackson, president of the Chamber of Commerce and Manufacturers' Association, said he hoped the men of Dallas would fully support the mayor's proclamation. ; Newspaper article ; 7

The interview covered: first involvement with SMU, changes to concept plan, research, private university, faculty recruitment, challenges, marketing, advertising campaign, autonomous universities, collaboration with Wharton School, schools in SMU, change agent for education landscape, differentiating SMU, SMU students. Biography: Provost, SMU, 1999–2008, and Deputy President, SMU, 2007–2009 Member of SMU start-up team In 1998 Professor Tan Chin Tiong was one of the first three faculty members who joined the start-up team to create what would become Singapore's third university, SMU. Among his many responsibilities during the planning phase of SMU, he oversaw faculty recruitment, public relations and marketing, and the liaison with Wharton. He was appointed provost of SMU in 1999, and in 2007 he also became deputy president. He focused on recruiting and developing the faculty, developing SMU's graduate and research programmes, and institutional development. In 2009, he took leave from SMU to become founding president of Singapore Institute of Technology. During his twenty-year career at National University of Singapore prior to joining SMU, Professor Tan he served as head of the marketing department, head of the School of Management, and chairman of executive development programmes. His research interests include the socio-economic framework of business in Asia, and he has written on Asian perspectives in management, business and marketing. Professor Tan publishes in international consumer research and marketing journals, and he sits on the editorial boards of several journals. He has authored or co-authored several books and book chapters, including Principles of Marketing: An Asian Perspective. Professor Tan has chaired and organised international conferences for the American Marketing Association, Association for Consumer Research, and Academy of International Business. Active in management development and consulting, Professor Tan has designed and taught in many executive programs around the world. He is on the board of Citibank Singapore Ltd, and is the non-executive chairman of Superior Multi-Packaging Ltd. Professor Tan is also independent director of several publicly-listed companies and is active in many government agencies. He has been a past president and senate chairman of the Marketing Institute of Singapore. He earned his bachelor's degree from the then University of Singapore, his MBA from Western Illinois University (USA) and his PhD in business from Pennsylvania State University (USA).