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Article provides observe of classical theories of gender and archetypal analysis, as like as author's attempt to apply Jungian classical theory for discovering reasons and preconditions for forming different gender stereotypes and preconceptions relevant to competence level, empathy and level of pedagogical skills within scope of cross-cultural communication discourse. In the article is also discussed Edward W. Said's concept of "Orientalism" and oriental discourse formation on base of colonial and postcolonial narratives and issues related with gender and coherent with them archetypes. Philosophic anthropological analysis and psychological methodics that were used in research, allow us to discover in historical perspective trends and triggers for changing traditional stereotypes on distribution of gender roles in Western and Middle Eastern societies. Usually notions of gender and sex in traditional societies fix normative imagination and stereotypes coherent with social roles and hierarchy, jobs and allowed forms of religious, political, economical and social activity and taboos for male and female. Social and gender roles on practice are flexible and in the most cases depended on conflicts and related with them inevitable social changes. Numerous psychological theories based on multiplicity of worldviews and cultural backgrounds, that is why they try from different viewpoints to describe why people who belong to traditional societies in different ways recognize their gender and social identity. Thus, concept of gender identity and caused by it changes in social roles performance we have proposed to study as social and psychological categories without focusing on just biological background of this issue. We also used in our research main ideas of Gilbert Durand's "Imaginer" as theoretical framework for interpretation dynamics of archetypes changing in traditional societies and postmodern communities of Middle East and Europe. ; У статті представлено огляд класичних теорій гендеру й архетипного аналізу, а також авторські спроби залучити юнгіанську класичну теорію для виявлення причин і передумов формування гендерних стереотипів та упереджень щодо компетентності, емпатії та рівня педагогічної майстерності у розрізі дискурсу міжкультурного спілкування. У статті також обговорюється концепція "Орієнталізму" Едварда В. Саїда та формування східного дискурсу на основі колоніальних і постколоніальних студій, питань із проблематики гендеру, а також пов'язаними з ним архетипами. Філософсько-антропологічний аналіз і психологічна методологія, які були використані в дослідженні, дозволяють нам виявити в історичній перспективі тенденції та тригери, які призводять до зміни традиційних стереотипів щодо розподілу гендерних ролей у західних та східних суспільствах. Зазвичай уявлення про гендер і стать у традиційних суспільствах фіксують нормативну уяву та стереотипи, узгоджені із соціальними ролями й ієрархією, професіями та незабороненими формами релігійної, політичної, соціально-економічної діяльності й табу для чоловіків і жінок. Соціальні та гендерні ролі на практиці є гнучкими й у більшості випадків залежать від конфліктів і пов'язаних із ними неминучих соціальних змін. Численні психологічні теорії несуть у собі відбиток різноманіття світоглядів і культурних традицій, через що вони намагаються з різних точок зору визначити, чому люди, які належать до традиційних суспільств, мають різне ставлення до питання визначення статі й соціальної ідентичності. Тому концепцію гендерної ідентичності та спричинену нею зміну соціальних ролей ми вбачаємо за доцільне розглядати як соціально-психологічні категорії, не зосереджуючись лише на біологічному аспекті зазначеного питання. У нашому дослідженні було використано основні елементи ідеї "Імаджинер" Жільбера Дюрана як теоретичну основу для інтерпретації динаміки зміни архетипів у традиційних суспільствах і постмодерних спільнотах Близького Сходу та Європи.

La gran presión de las TICs atraviesan el entramado de la realidad socio-económica y políticocultural de la sociedad de la información y penetran en el campo formativo de personas y grupos y en especial, universitario presencial, no sin resistencias y dilemas. La innovación tecnológico-educativa en esta formación significa otorgar nuevas tramas de sentido a la interacción pedagógica cotidiana. Las TICs configuran "ambientes de aprendizaje" que flexibilizan la educación tradicional presencial pero no son panaceas. Exigen desmistificar y reformular concepciones y prácticas curriculares universitarias y revisar la formación del profesorado hacia el desarrollo de competencias complejas que acompañen reflexivamente estos procesos. El dominio para acceder, manejar, integrar, distribuir, evaluar, producir y recrear información, es central para transformarla en saber al tiempo que reconstruir y articular estos procesos y resultados virtuales, de modo crítico y contrastado en la realidad concreta, es una necesidad en la enseñanza universitaria presencial. Flexibilizar actitudes y propuestas ayuda a funcionar con efectividad y pertinencia formativas sustantivas. ; The ICT high pressure in daily days of the socio- economic and politic- cultural of the information and knowledge society penetrates at every formative area of people and groups, specially at face to face university education level, not without presenting reluctances and dilemas. The technological innovations in education means meanly, to give another sense to the everyday pedagogic interaction. ICT build "learning environments" which should to flexibilize face to face tradicional education but as everbody knows, they are not panaceas. To desmistify and reformulate university conceptions and practices within the curriculum and the training of faculty, could be done with the help of ICT in order to develop complex competences and reflective processes. To achieve expertise in order to access , manage , integrate, distribuite, evaluate, produce and recreate information is very important in university teaching to transform it and at the same time, to rebuild and articulate ICT in a mix of virtual and conventional educational processes and results. To flexibilize attittutes and proposals incorporating ICT to the university curriculum and organization will help to renovate educational practices towards substantial and effective changes with formative pertinence. ; Facultad de Humanidades y Ciencias de la Educación

The notion "socio-pedagogical conditions of internationalization of education" is defined from the viewpoint of the system analysis. Historical and philosophical, psychological and pedagogical aspects of the notion "condition" are studed. The attention to the types of pedagogical conditions is paid. The notion "socio-pedagogical conditions" is specified. Such conditions are considered as determined by mental, religious, psychological, territorial, economic and political factors. The relevance of this notion consideration in the context of internationalization of higher vocational education is connected with the process of globalization. Socio-pedagogical conditions are understood as a number of pedagogical norms of socio-cultural adaptation of higher education system to the internationalization process. Internationalization of education is understood as an integrative process of the international educational standards implementation in universities activity (the development of joint educational programs), the competence approach (the training of the international level staff accompanied by the changes in the complex of competences), the axiological approach (the educational culture development on the basis of values), the strategic approach (the development of internationalization not only in the academic sphere, but also in the sphere of management of education and in implementation of the international standards of measurement of educational services quality). The author defines the socio-pedagogical conditions which have to be the basis for internationalization of Russian education: the reliance on tradition, increasing academic mobility of students and teachers, etc. ; Определяется понятие «социально-педагогические условия интернационализации образования» с позиции системного анализа. Исследуются историко-философские, психолого-педагогические признаки понятия «условие». Уделяется внимание видам педагогических условий. Уточняется понятие «социально-педагогические условия». Такие условия рассматриваются как детерминированные ментальными, религиозными, психологическими, территориальными, экономическими и политическими факторами. Актуальность рассмотрения этого понятия в контексте интернационализации высшего профессионального образования связывается с процессом глобализации. Под социально-педагогическими условиями понимается совокупность педагогических норм социально-культурной адаптации системы высшего профессионального образования к процессу интернационализации. Интернационализация образования понимается как интегративный процесс внедрения международных образовательных стандартов в деятельность университетов (развитие совместных образовательных программ), компетентностного подхода (подготовка кадров международного уровня, сопровождаемая изменениями комплекса компетенций), аксиологического подхода (развитие культуры образования на основе ценностей), стратегического подхода (развитие интернационализации не только в академической сфере, но и в сфере управления образованием, во внедрении международных стандартов измерения качества образовательных услуг). Автор определяет социально-педагогические условия, которые должны быть положены в основу интернационализации российского образования: опора на традиции, повышение уровня академической мобильности студентов и преподавателей и др.

В соответствии с содержанием новых образовательных стандартов педагоги общего образования должны быть готовы осуществлять инклюзивное и интегрированное образование для учащихся с различными образовательными потребностями и возможностями. В настоящее время отечественная система образования претерпевает значительные изменения, обусловленные социальноэкономическими, политическими, духовно-культурными преобразованиями в обществе. Реализуется идея, связанная со сменой целевых установок в сфере образования от «знаниевых» к компетентностным. Обсуждается необходимость обновления технологий обучения, способствующих повышению качества образовательного процесса. Особую значимость приобретают вопросы, касающиеся создания системы образовательных услуг, обеспечивающих развитие детей независимо от состояния их здоровья и социального положения. Рассматриваются проблемы расширения организационных форм обучения детей с предоставлением родителям права выбора типа и вида образовательного учреждения. Исследования, проведенные в ходе организации и реализации подготовки данных специалистов, показали, что для полноценной организации профессиональной переподготовки кроме специфического содержания необходимо, по нашему мнению, подобрать соответствующие технологии, ориентированные на творческое развитие профессиональной компетентности учителей, включенных в процесс инклюзивного образования. Это обеспечит формирование профессиональной компетентности у педагогов системы общего образования и позволит правильно и эффективно решать задачи, связанные с обучением детей, имеющих ограниченные возможности здоровья, в условиях учреждений общего типа. ; In accordance with the content of the new educational standards for general education teachers must be prepared to carry out an inclusive and integrated education for students with different learning needs and opportunities. At present, the domestic education system is undergoing significant changes, due to socio-economic, political, spiritual and cultural changes in society. Implemented idea connected with the change of targets in the field of education -from the "Knowledge" to competency. We discussed the need to update training technologies that improve the quality of the educational process. Of particular significance are questions relating to the establishment of the system of educational services, ensuring the development of children, regardless of their health status and social position. The problems of the expansion of organizational forms of teaching children with giving parents the right to choose the type and the type of educational institution. Studies conducted during the organization and implementation of training specialists data showed that for the full organization of vocational training in addition to specific content is necessary, in our opinion, to choose the appropriate technology, focused on the creative development of professional competence of teachers included in the inclusive education process. This will ensure the formation of professional competence of teachers in general education and enable correctly and effectively solve problems related to the education of children with limited health capabilities of the system, in terms of the general type of institutions

Определяется понятие «социально-педагогические условия интернационализации образования» с позиции системного анализа. Исследуются историко-философские, психолого-педагогические признаки понятия «условие». Уделяется внимание видам педагогических условий. Уточняется понятие «социально-педагогические условия». Такие условия рассматриваются как детерминированные ментальными, религиозными, психологическими, территориальными, экономическими и политическими факторами. Актуальность рассмотрения этого понятия в контексте интернационализации высшего профессионального образования связывается с процессом глобализации. Под социально-педагогическими условиями понимается совокупность педагогических норм социально-культурной адаптации системы высшего профессионального образования к процессу интернационализации. Интернационализация образования понимается как интегративный процесс внедрения международных образовательных стандартов в деятельность университетов (развитие совместных образовательных программ), компетентностного подхода (подготовка кадров международного уровня, сопровождаемая изменениями комплекса компетенций), аксиологического подхода (развитие культуры образования на основе ценностей), стратегического подхода (развитие интернационализации не только в академической сфере, но и в сфере управления образованием, во внедрении международных стандартов измерения качества образовательных услуг). Автор определяет социально-педагогические условия, которые должны быть положены в основу интернационализации российского образования: опора на традиции, повышение уровня академической мобильности студентов и преподавателей и др. ; The notion "socio-pedagogical conditions of internationalization of education" is defined from the viewpoint of the system analysis. Historical and philosophical, psychological and pedagogical aspects of the notion "condition" are studed. The attention to the types of pedagogical conditions is paid. The notion "socio-pedagogical conditions" is specified. Such conditions are considered as determined by mental, religious, psychological, territorial, economic and political factors. The relevance of this notion consideration in the context of internationalization of higher vocational education is connected with the process of globalization. Socio-pedagogical conditions are understood as a number of pedagogical norms of socio-cultural adaptation of higher education system to the internationalization process. Internationalization of education is understood as an integrative process of the international educational standards implementation in universities activity (the development of joint educational programs), the competence approach (the training of the international level staff accompanied by the changes in the complex of competences), the axiological approach (the educational culture development on the basis of values), the strategic approach (the development of internationalization not only in the academic sphere, but also in the sphere of management of education and in implementation of the international standards of measurement of educational services quality). The author defines the socio-pedagogical conditions which have to be the basis for internationalization of Russian education: the reliance on tradition, increasing academic mobility of students and teachers, etc.

Over the last 50 years, policy makers and STEM educators have argued for Scientific Literacy (SL). SL is a typical boundary object that everyone can agree on, but that is filled with different meanings by different stakeholders. Roberts (as published in Abell SK, Lederman NG (eds), Handbook of research on science education. Lawrence Erlbaum, Mahwah, pp. 729–780, 2007) has identified two main orientations of SL: Vision I starts from and focuses on scientific content and scientific processes to learn about corresponding applications later, while Vision II focuses on contextualizing scientific knowledge for giving its use in life and society meaning. The tension between Vision I and II can also be related to the tension between "pipeline science – preparing future scientists" and "science for all". Recently, a more advanced vision of SL was suggested. It is called Vision III and emphasizes philosophical values, politicization and critical global citizenship education. Such an orientation can be well justified by the Central/Northern European educational and cultural tradition called Bildung. In its most contemporary understanding, it is agency-oriented. Bildung-oriented science education aims at making the student capable of a self-determined life in his/her socio-cultural environment, participation in a democratic society, and of empathy and solidarity with others. This concept is also closely connected to more recent educational paradigms that were defined also beyond Europe, e.g. the ideas of Education for Sustainability (EfS) and transformative learning. Both concepts aim on skills development for critical-democratic participation and for shaping our society and culture in a sustainable way. The different visions of SL have consequences for the content and culture of teaching and learning of science and technology. Accepting Vision III requires awareness that our view of selecting and teaching certain content is dependent on our culture, for example our norms, values and worldviews, and on the society we are living in. Learning (cognition) must be complemented with not only meta-learning (metacognition), but also transformative learning, where things are considered from multifaceted (e.g., cultural) perspectives. The discussion in this chapter focuses on educational implications of Vision III of SL and its connection to critical-reflexive Bildung, EfS and transformative learning.

Fazem parte deste trabalho vários anexos de vários formatos disponíveis para consulta na BMSC - Biblioteca Mário Sottomayor Cardia ; A globalização e as novas tecnologias têm contribuído imenso para uma sociedade onde todos têm a necessidade de enfrentar novos desafios e exigências. A comunicação já não deve ser encarada como mera capacidade de transmitir informação numa determinada língua, mas sim como a capacidade de mediar entre diferentes perceções do mundo, interagindo adequadamente com os Outros na base do respeito e compreensão. É, deste modo, que, enquanto educadores, nós procuremos não apenas contribuir para o conhecimento dos nossos alunos, mas também e principalmente, ambicionemos promover o seu crescimento pessoal, para que tornem cidadãos com sentido crítico, responsáveis e ativos. Para que isso aconteça, é importante que os equipemos com os valores e as competências essenciais que lhes permitam tornarem-se melhores seres humanos capazes de interagir e intervir neste mundo extremamente complexo que é o nosso. O relatório crítico que se segue tenta evidenciar que o contexto do ensino-aprendizagem de língua estrangeira, quando acompanhado de atividades e iniciativas de índole cívico e intercultural, pode ser o meio ideal para se alcançarem esses objetivos. As atividades e dinâmicas realizadas na sala de aula, no âmbito da prática pedagógica, tiveram como objetivo preparar os alunos para participarem naquelas de caráter voluntário que tiveram lugar na comunidade circundante. A metodologia adotada foi a de investigação-ação com base na observação interpretativa, através da utilização de diversos instrumentos. ; Globalization and the new technologies have greatly contributed to a society where everyone has the need to face new challenges and demands. Communication should no longer only be regarded as the simple ability to convey information in a certain language, but as the ability to mediate different perceptions of the world, properly interacting with Others on the basis of respect and understanding. It is thereby, more and more crucial that as educators we aim at, not only contributing to the enhancement of our learners' knowledge, but also and most importantly, at promoting their personal growth so that they become responsible, critical and active citizens. For that to happen, it is important that we equip them with the essential values and skills that will enable them to become better human beings, capable of interacting and intervening in this extremely complex world of ours. The critical report that follows attempts to show that the foreign language teaching and learning context, when accompanied with civic-driven and intercultural-driven activities and initiatives can be the ideal means to reach those goals. The activities and dynamics carried out in the classroom, in the scope of a teaching practicum, were meant to prepare learners to participate in those of volunteering nature, taken place in the surrounding community. The adopted methodology was that of action-research, based on interpretive observation, through the use of several instruments.

Abstract: Academic interests on the impact of media on individuals' lives often highlight differences in knowledge across generations. The spread of disinformation and its potential impact on societies has added a new dimension to this process - the need to continuously improve media and information literacy (MIL). Thus, the older generations face greater challenges, as they need to acquire new skills more rapidly and on a larger scale. This article analyses interrelations between encouragement measures (implemented by media policy makers) and media literacy perception of middle-aged and older population in Latvia (aged 55 to 75). The research employs data of two national representative surveys (May 2019, 1017 respondents; August 2019, 1005 respondents) that include data on respondents' perception of MIL and test their media literacy skills. The theoretical background of this paper is supported by literature that discusses age and generations in context of media and technology use (Aroldo, 2014), and the Ideological model of literacy (Street, 1984; 1994). Data shows that a higher proportion of middle-aged and older respondents, compared to other age groups, are not interested in MIL issues and evaluate their MIL competences as rather low, but in the everyday practice their ability to recognize and evaluate information is equivalent to that of other age groups.Keywords: age, generation, media and information literacy, media politics, Latvia*** La perception de l'éducation aux médias et à l'information parmi les représentants des générations d'âge moyen et avancé : le cas de la LettonieRésumé : L'intérêt scientifique pour l'impact des médias sur la vie des individus met souvent en évidence les différences de connaissances entre les générations. La propagation des désinformations et leur impact potentiel sur les sociétés ont ajouté une nouvelle dimension à ce processus – la nécessité d'améliorer en permanence l'éducation aux médias et à l'information (media and information literacy – MIL). Ainsi, les générations plus âgées sont confrontées à de plus grands défis car elles doivent acquérir de nouvelles compétences plus rapidement et à plus grande échelle. Cet article analyse les interrelations entre les mesures d'encouragement (mises en œuvre par les décideurs de la politique médiatique) et la perception de l'éducation aux médias de la population d'âge moyen et avancé en Lettonie (âgées de 55 à 75). La recherche utilise les données de deux enquêtes représentatives à l'échelle nationale (mai 2019, 1017 personnes interrogées ; août 2019, 1005 personnes interrogées) qui incluent des données sur la perception des répondants de la MIL et testent leurs compétences en éducation aux médias. Le contexte théorique de cet article est étayé par des recherches qui traitent de l'âge et des générations dans le contexte de l'usage des médias et de la technologie (Aroldo, 2014) et du modèle idéologique de l'alphabétisation (Street, 1984, 1994). Les données montrent qu'une proportion plus élevée des répondants d'âge moyen et avancé, par rapport aux autres groupes d'âge, ne sont pas intéressés par les questions de la MIL et évaluent leurs compétences en MIL comme plutôt faibles. Dans la pratique quotidienne leur capacité à reconnaître et à évaluer les informations équivaut à celle des autres groupes d'âge. Mots-clés : âge, génération, éducation aux médias et à l'information, politique des médias, Lettonie

The aim of this dissertation is to broaden our current knowledge of the effects of teachers and their qualifications, as key school inputs, on the human capital accumulation of kindergarten and primary school children in Ecuador, a developing economy, and Germany, a developed one. Even though these two countries are vastly different in their economic, scientific, social and cultural characteristics, their contexts are similar in that little research has been conducted there on teachers in the framework of the education production function, and particularly of research with causal interpretation. This dissertation consists of an introduction and three independent scientific articles organized into Chapters. Introductory Chapter 1 reviews theoretical and empirical literature on teachers as a school input affecting students' human capital accumulation in the education production function framework. In Chapter 2, I evaluate whether Ecuador's new teacher recruitment process, which requires teacher candidates to pass national entrance tests before they are allowed to participate in merit-based competitions for tenure at public schools, has served as an effective screening device and ultimately helped to improve student achievement in the first grades of primary school. To answer these questions, I analyze data from a unique Ecuadorian survey of schools in the academic year 2011-2012, which I match to individual teacher recruitment records from Ecuador's Ministry of Education. I first estimate a value-added to student achievement model using Ordinary Least Squares (OLS). I then use Propensity Score Matching (PSM) to simulate a random assignment of students to teachers and estimate causal treatment effects. The evidence suggests that teachers awarded tenure through the new policy (test-screened tenured teachers) were no more effective overall in improving students' achievement in reading or math. Nonetheless, the OLS and PSM results also suggest that these teachers had a significant positive effect on reading achievement for students from poor households. The PSM estimations show an average treatment effect of about a 9 percent of a standard deviation in reading achievement for students living in poverty. In Chapter 3, Guido Heineck, Yyannú Cruz-Aguayo and I implement an experimental evaluation of the impact of Ecuador's new teacher recruitment process for kindergarten. We link administrative teacher information from Ecuador's Ministry of Education to data from a unique experimental study where almost 15,000 kindergarten children were randomly assigned to their teachers in the 2012-2013 school year. Our results show positive and significant effects of test-screened tenured teachers of at least an 11 percent of a standard deviation for language, and a 9 percent of a standard deviation for math. These effects persist even after controlling for teacher academic degree, experience, cognitive ability, personality traits and classroom practices. In addition, our estimations show that tenured teachers significantly outperform contract teachers in Ecuador, which contrasts with recent evidence on the positive effects of fixed-term contract teachers in other developing countries. Furthermore, we confirm that the effects of test-screened tenured teachers on language learning are stronger for vulnerable children who started the school year with lower baseline test scores or came from socioeconomically disadvantaged families. Johanna Sophie Quis and I also study the effect of teachers on skill formation in Chapter 4, but in the context of a developed country, Germany. We use primary school data from the German National Educational Panel Study (NEPS) to estimate classroom effects on mathematical and language competence development, which are driven by teacher quality differences across classrooms. We estimate a value-added model with individual classroom fixed-, as well as random effects. Both model specifications apply empirical Bayes shrinkage to adjust the classroom effects' estimates by their level of precision. Our results show substantial classroom effects and quality differences across the first grades of German primary school. One standard deviation increase in classroom effectiveness is associated with at least a 12 percent of a standard deviation increase in student mathematical competence scores, and at least 14 percent of a standard deviation increase in language competence scores. In addition, we find that none of the teacher characteristics typically used in teacher recruitment processes significantly explain the classroom quality differences. Interestingly, as parental assessment of teacher quality is the only indicator significantly associated with classroom effectiveness in language competence development, parents seem to be able to identify more effective language teachers.

Рассматриваются процессы самоорганизации, этнической мобилизации и консолидации эстонского населения Томской губернии и Сибири в условиях революции и гражданской войны. Своей стратегией эстонцы избрали этническую консолидацию. Объединившись во всесибирский союз, они создали институты национального самоуправления и культурной автономии: Эстонский национальный совет в Сибири и Всесибирский комитет эстонских колоний. Тем самым они вносили свой вклад в создание в Сибири, как части России, институтов гражданского общества. ; Under the conditions of revolution and Civil War in Siberia, Tomsk province, Estonians chose their strategy of ethnic consolidation, expressed in the desire to preserve their spiritual and cultural space, traditions, language, ethnic identification on the personal and collective levels. In the difficult economic and socio-political situation with rapidly and radically changing political regimes, they retained a certain internal unity, the ability to self-organize to protect their rights, creating a national organizations and schools. At the regional and All-Siberian conventions strategies were developed and discussed to address the pressing national problems ethnic consolidation and interaction with the surrounding societies. The public national life of Estonians was quite intensive. With the solidarity to the plight of their homeland, they developed interest in national history and culture. Declaring neutrality in the ongoing Civil War in Russia, they simultaneously sought to cooperate with authorities. Creating institutions of national self-government, Estonians contributed to the establishment of institutions of civil society in Siberia, as part of Russia. Estonian organizations in Tomsk province represented civil structures, operating independently of government and bureaucratic institutions. They focused primarily on ethnic solidarity, fulfilment of social and cultural functions (solving problems of economic and religious life, health, national education) that can provide individuals with vital services. Uniting Estonian settlers on the basis of ethical values, involving them in its activities, organization of Estonians increased civil competence, promoting closer links between them to achieve collective demands they imposed on government. Demonstrating social work, Estonians declared themselves as subjects of social and political processes at urban and regional scales, creating a convenient way to realize their goals. They defined the decision-making order in organized forms, thereby ensuring self-regulation and self-development of the national life. United in the All-Siberian Union, Estonians and other minorities Jews, Poles, Ukrainians, Germans, Latvians, Lithuanians, Koreans -created institutions of national government and cultural autonomy: All-Siberian Committee of Estonian Colonies with five offices. Their scope of activities included cultural and educational activities, a national school, welfare, and protection of economic and political interests of the Estonian population of Siberia. If Samara Estonian Committee later adopted the name of the Estonian National Council in Siberia positioned itself as the authority of the newly established Estonian state and sought its recognition as such by the Russian provisional government Komuch, Directory, Government of A.V. Kolchak, the All-Siberian Estonian Council is a governing structure created in the Siberian cultural and national Estonian autonomy. With the establishment of the Soviet rule, all Estonian organizations, established during the revolution and Civil War, were closed.

"The look of the other in the devices of foreign languages formation. Isomorphisms of linguistic policy and mediation". The case of the bachelor degrees for French teachers in Mexico is analyzed in order to show how the ways of looking at the other and be looked by the other can impact the mediation types and the treatment of the cultural distances, which in turn rebounds in the appropriation of the foreign language, the configuration of the professional ethos and the acquisition of competences for self-formation. Qualitative data were obtained by means of interviews, observations and collection of documents and the work was done by combining structural analysis, representation analysis, analysis of identity, genealogy and political discourse analysis. As epistemological focus, the reconstruction of the formation device was adopted, highlighting the ethical-political dimension. After analyzing the representations of the teachers on their task and their activity as mediators, as well as their social and cultural identifications, five mediation types and four treatment forms of alterity were identified: the plotted alterity, the confiscated alterity, the aculturing opening and the polyvalent opening. It was found that these forms of looking at the other are also present in the field of educational and cultural cooperation between the countries involved, as well as in the strategies and policies of use and dissemination of the language deployed in the history of said countries. The conclusion is that only a non-confiscating look with polyvalent opening can contribute to the appropriation of the target language, the conformation of an autonomous professional ethos and the acquisition of dispositions for self-formation. ; Se analiza el caso de las licenciaturas para formar enseñantes del francés en México a fin de mostrar en qué y cómo las formas de mirar al otro y ser mirado por el otro condicionan los tipos de mediación y el tratamiento de las distancias culturales, lo que a su vez repercute en la apropiación de la lengua extranjera, la configuración del ethos profesional y la adquisición de competencias para la autoformación. Se obtuvieron datos cualitativos mediante entrevistas, observaciones y acopio de documentos y se trabajó combinando análisis estructural, analítica de las representaciones, analítica de la identidad, genealogía y análisis político del discurso. Como enfoque epistémico se adoptó la reconstrucción del dispositivo de formación, privilegiando la dimensión ético-política. Después de analizar las representaciones de los profesores sobre su tarea y su actividad como mediadores, así como sus identificaciones socioculturales, se identificaron cinco tipos de mediación y cuatro formas de tratamiento de la alteridad: la alteridad conjurada, la alteridad confiscada, la apertura aculturante y la apertura polivalente. Se encontró que esas formas de mirar al otro están también presentes en el ámbito de la cooperación educativa y cultural entre los países involucrados, así como en las estrategias y políticas de uso y difusión de la lengua desplegadas en la historia de dichos países. Se concluye que sólo una mirada no confiscatoria y con apertura polivalente contribuye a la apropiación de la lengua meta, la conformación de un ethos profesional autónomo y la adquisición de disposiciones para la autoformación.