Suchergebnisse

The project "Aula-ciudad" is a pedagogic proposal that was implemented in order to face the necessity to manage educational projects around an ethical and political education that responds to the current scholar realities. The proposal was implemented in an educative institution of Bogotá, which has the aim to support an appropriate social coexistence in schools through citizenship skills training. The experience allowed an analysis of the results from an investigation-action methodology and, of the achievements and reaches of these pedagogical practices. The mentioned experience presents some points of view about the classroom as a place of learning and citizenship skills performance. Here, the conflict at school is thought as the opportunity to improve good social coexistence and, the way in which democracy thoughts, social involvement or multiculturalism are reconfigured in the classroom, in a way that it makes a real impact on daily social relationships in the school environment. ; Frente a la necesidad de gestionar proyectos educativos en función de una formación ético-política que responda a las realidades escolares actuales, el proyecto aula-ciudad es una propuesta pedagógica que se implementó en una institución educativa de BogotáD.C. con la finalidad de contribuir a la convivencia escolar a partir de aprendizajes en el marco de la formación en competencias ciudadanas; la experiencia permitió realizar un análisis de los resultados desde una metodología de investigación-acción y de los logros y alcances que se generan con prácticas pedagógicas en este sentido. El ejercicio de investigación presenta algunas reflexiones para concebir el aula de clases como espacio de aprendizaje y ejercicio de la ciudadanía, allí el conflicto escolar se concibe como oportunidad para mejorar la convivencia escolar y se reconfigura lamanera en que se piensa la democracia, la participación o la multiculturalidad en el aula, de tal forma que se genere un impacto real en la cotidianidad de las relaciones sociales en la escuela. ; Diante da necessidade de gerenciar projetos educativos em função de uma formação ético-política que responda às realidades escolares atuais, o projeto aula-cidade é uma proposta pedagógica que foi implementada em uma instituição educativa de Bogotá D. C. com a finalidade de contribuir à convivência escolar a partir de aprendizados no molde da formação em competências cidadãs; a experiência permitiu realizar uma análise dos resultados desde uma metodologia de investigação-ação e das conquistas e objetivos que se geram com práticas pedagógicas neste sentido. O exercício de investigação apresenta algumas reflexões para conceber a sala de aula como espaço de aprendizado e exercício da cidadania, lá o conflito escolar se concebe como oportunidade para melhorar a convivência escolar e se configura a maneira em como se pensa a democracia, aparticipação ou a multiculturalidade na aula, de tal forma que se gere um impacto real na cotidianidade das relações sociais na escola.

El estudio tuvo como objetivo comprender los factores socioambientales de la violencia urbana que se encuentran inmersos en los procesos de convivencia escolar en tres instituciones educativas públicas de la ciudad de Pasto (Colombia). Se desarrolló una investigación cualitativa desde un abordaje fenomenológico; la información se recolectó mediante observación, entrevistas semiestructuradas y grupos focales. Como resultado se obtuvo la descripción de los factores socioeconómicos, políticos, de control territorial y familiares que pueden afectar la vivencia de valores, la resolución de conflictos, el ajuste normativo y las relaciones interpersonales, elementos fundamentales de la convivencia escolar. ; The objective of the study was to understand how the socio-environmental factors of urban violence are immersed in the processes of school convivence in three public educational institutions of the city of Pasto (Colombia). Qualitative research was developed from a phenomenological approach; the information was obtained through observation, semi-structured interviews and focus groups. As a result was obtained the description of the socioeconomic, political, territorial and family control factors that can affect the experience of values, conflict resolution, regulatory adjustment and interpersonal relationships, fundamental elements of school coexistence.

In any research process, as we know, the scientific method allows us to detect problems and set objectives. Precisely, the study carried out, by the logical sense of educational research, starts by formulating an objective, based on the problem we determined, it was raised with the following statement: Establish the characteristics of democratic coexistence in the Students of the Non-School Program of the town of Los Ángeles, Tournavista, Puerto Inca 2020. The appropriate method was the analysis that allowed us to understand the texts included in the study. The result was; The correlation index shows that the value of r = 0.69 and r = 0.81, are located in the interval 0.40 ≤ r <0.80 and its interpretation indicates that there is a significant relationship between the theoretical characteristics of democratic coexistence and the practice of behavior of democratic coexistence in the Students of the Non-School Program of the town of Los Angeles, Tournavista, Puerto Inca 2020. Consequently, we have: It was established that there is a significant relationship between the theoretical characteristics of democratic coexistence and the practice of the behavior of Democratic coexistence, It was evidenced that there is a significant relationship between the characteristics of democratic coexistence with the ability to interact with all people, It was proven that there is a significant relationship between the characteristics of democratic coexistence with the management of conflicts in a constructive and it was stated that there is a significant relationship between the characteristics of e democratic coexistence with participation in actions that promote common welfare in the Students of the Non-School Program of the town of Los Angeles, Tournavista, Puerto Inca 2020. ; En todo proceso de investigación, como sabemos, el método científico nos permite detectar problemas y plantear objetivos. Precisamente, el estudio realizado, por sentido lógico de investigación educativa, parte formulando un objetivo, sobre la base del problema determinamos éste se planteó con el siguiente enunciado: Establecer las características de la convivencia democrática en los Estudiantes del Programa no Escolarizado del poblado de los Ángeles, Tournavista, Puerto Inca 2020. El método adecuado fue el análisis que permitió comprender los textos incluidos en el estudio. El resultado fue; El índice de correlación muestra que el valor de r = 0.69 y r= 0.81, se ubican en el intervalo 0,40 ≤ r < 0.80 y su interpretación señala que existe una relación significativa entre las características teóricas de la convivencia democrática y la práctica de la conducta de convivencia democrática en los Estudiantes del Programa no Escolarizado del poblado de los Ángeles, Tournavista, Puerto Inca 2020. En consecuencia, tenemos: Se estableció que existe una relación significativa de las características teóricas de la convivencia democrática y la práctica de la conducta de convivencia democrática, Se evidenció que existe una relación significativa entre las características de la convivencia democrática con la capacidad de interactuar con todas las personas, Se acreditó que existe una relación significativa entre las características de la convivencia democrática con el manejo de conflictos de manera constructive y se afirmó que existe una relación significativa entre las características de la convivencia democrática con la participación en acciones que promueven el bienestar común en los Estudiantes del Programa no Escolarizado del poblado de los Ángeles, Tournavista, Puerto Inca 2020.

The objective of the study was to understand how the socio-environmental factors of urban violence are immersed in the processes of school convivence in three public educational institutions of the city of Pasto (Colombia). Qualitative research was developed from a phenomenological approach; the information was obtained through observation, semi-structured interviews and focus groups. As a result was obtained the description of the socioeconomic, political, territorial and family control factors that can affect the experience of values, conflict resolution, regulatory adjustment and interpersonal relationships, fundamental elements of school coexistence. ; El estudio tuvo como objetivo comprender los factores socioambientales de la violencia urbana que se encuentran inmersos en los procesos de convivencia escolar en tres instituciones educativas públicas de la ciudad de Pasto (Colombia). Se desarrolló una investigación cualitativa desde un abordaje fenomenológico; la información se recolectó mediante observación, entrevistas semiestructuradas y grupos focales. Como resultado se obtuvo la descripción de los factores socioeconómicos, políticos, de control territorial y familiares que pueden afectar la vivencia de valores, la resolución de conflictos, el ajuste normativo y las relaciones interpersonales, elementos fundamentales de la convivencia escolar. ; O estudo teve como objetivo compreender os fatores socioambientais da violência urbana que se encontram imersos nos processos de convivência escolar em três instituições educativas públicasda cidade de Pasto (Colômbia). Se desenvolveu uma pesquisa qualitativa desde uma abordagemfenomenológico; a informação obteve-se mediante observação, entrevistas semiestruturadas e grupos focais. Como resultado se obteve a descrição dos fatores socioeconômicos, políticos, do controle territorial e familiares que podem afetar a vivência de valores, a resolução de conflitos, o ajuste normativo e as relações interpessoais, elementos fundamentais da convivência escolar.

Success of every organisation depends on the implementation of the set objectives and relationship among the human resources. This study, thus, investigated the effective personnel relationship as a tool for fostering peaceful coexistence in public secondary schools in Oluyole Local Government Area of Oyo State. Descriptive survey research design was adopted in carrying out the study. The population of the study was all teachers in public secondary schools in Oluyole Local Government Area of Oyo State. Multi stage sampling was adopted. The study sampled 10 public secondary schools through simple random sampling technique. In each school, 15 teachers were randomly selected. A total of 150 respondents were used for the study. The research instrument adopted was a self-developed questionnaire titled "Effective Personal Relationship and Peaceful Coexistence in the School Organization Questionnaire". Content validity of instrument was done by the experts in Educational Management and Teacher Education after which modifications were made. Also, a reliability coefficient of 0.85 was obtained using alpha Cronbach. Pearson Product Moment Correlation analysis was used to analyze the three hypotheses at 0.05 level of significance. It was found that decision making and fostering peaceful coexistence in public secondary schools were significantly related(r=0.52;p<0.05), delegation of duties and fostering peaceful coexistence in the school organization in public secondary schools in Oluyole Local Government were also significantly related(r=0.67;p<0.05) and finally, significant relationship existed between communication network and fostering peaceful coexistence in the school organization in public secondary schools in Oluyole Local Government(r=0.46; p<0.05). Recommendations were made that school principal should embracedecision making as an instrument that foster peace coexistence, principal should see communication as a tool of success and school administrators should be able to delegate duties to his/her subordinates for effective outcome of secondary education objectives

Examines how the School for Peace (SFP) in the Jewish-Arab village of Neve Shalom/Wahat al-Salam in Israel, founded in 1977, promotes peace-building, face to face dialogue, cultural understanding between Arabs and Jews through track-two (informal) diplomacy and encounter workshops; with comments.

The influence of technology and globalization have substantially determined the education of this century. Then, thinking about the curriculum, involves elements not considered 60 yearsago. In my case, the usual tool for my school commitments was the library and the typewriter; accompanied by long hours of inquiry. Not to mention the cell phone, that first model "Bellsouth" I met him studying my university studies. I am the product of a generation that results from very different "realities" in order to know their environment socially and culturally. What leads me to affirm that the curriculum should be "thought" more to teach subjects to live committed in their duty to society; what in their particular rights. That is, more in "giving" than in "receiving" a benefit of one's own. The school must form subjects more willing to build spaces of healthy coexistence and therefore, a democracy for all. Therefore, the role of the teacher will be the "omni-comprehensive" course in front of a curriculum oriented to the student to "read" their reality, supported by the family and the State. But, as a subject very willing to "give" of itself, to contribute, to build, as an "entity" that recognizes its environment, and deals with creating opportunities for the development of its community. ; La influencia de la tecnología y la globalización han determinado sustancialmente la educación de este siglo. Entonces, pensar el currículo, involucra elementos no considerados 60 años atrás. En mi caso, la herramienta habitual para mis compromisos escolares fueron la biblioteca y la máquina de escribir; acompañada de largas horas de indagación. Ni que decir del celular, aquel primer modelo "Bellsouth" lo conocí cursando mis estudios universitarios. Soy el producto de una generación resultado de "realidades" muy diferentes para conocer social y culturalmente su entorno. Lo que me conduce a afirmar que el currículo debe ser "pensado" más para enseñar a los sujetos a vivir comprometidos en su deber con la sociedad, que en sus derechos particulares. Es decir, más en el "dar" que en el "recibir" un beneficio propio. La escuela debe formar sujetos más dispuestos a construir espacios de sana convivencia y, por ende, una democracia para todos. Por ello, el rol del docente será el derrotero "omni-comprensivo" frente a un currículo orientado al estudiante para "leer" su realidad, apoyado por la familia y el Estado. Pero, como sujeto muy dispuesto a "dar" de si, de aportar, de construir, como un "ente" que reconoce su entorno, y se ocupa de crear oportunidades para el desarrollo de su comunidad.

This paper presents some of the results of the study 'Coexistence and Confrontation among Peers in Secondary Schools in Catalonia' commissioned by the Ombudsman's Office of the Catalan government and carried out at the Institute of Childhood and the Urban World (CIIMU) in Barcelona, Spain, in 2005-2006. It offers a description of the indicators of malaise and exclusion among students at nine public and private secondary schools serving varying social environments in Catalonia. Qualitative and quantitative techniques were applied, based on focus groups and in-depth interviews with students, teachers, parents associations and school management, and a questionnaire for students in Year 1 and Year 4 of secondary school (ages 12 and 16). Though the results obtained also reveal a certain amount of verbal, social and physical bullying in these schools, this study's main interest was the factors consitituting each school's climate as it affected student peer-to-peer relationships. Such factors included the type of 'model' student promoted by the school; the values governing social popularity and stigmatisation among the students; the sorts of academic expectations placed on students by the school; the perception of teaching methods and practices among students; the social relationship between teachers and students as perceived by the latter; the different models of governance through rules and the level of internal coherence in applying sanctions; the strategies used by the school to create groups; and the degree of recognition by the institution of the diversity of students' origins. ; peer-reviewed

Are multiple and complex the types of violence and problems that affect to the children and adolescents into the school, the family and the society, which obey to various causes and has different consequences. Some of those situations that affect the integrity and the formation of this vulnerable group, were regulated in Colombia by the law 1620 and its Regulatory Decree 1965 of 2013, whose incidence levels have been insufficient to date. In that sense, this regulation is analyzed in this article from the perspective of their effectiveness and especially its symbolic effectiveness, to understand the real causes of their inefficiency and the real political claim after the publication of the same. ; Son múltiples y complejos los tipos de violencia y de problemáticas que padecen los niños, niñas y adolescentes en la escuela, la familia y la sociedad, y que obedecen a diversas causas y tienen diferentes implicaciones. Ahora bien, algunas de esas situaciones que afectan la integridad y la formación de dicho grupo vulnerable fueron reguladas en Colombia por la Ley 1620 y su Decreto Reglamentario 1965 de 2013, cuyos niveles de incidencia han sido insuficientes hasta la fecha. En ese sentido, dicha normatividad es analizada en el presente artículo desde la perspectiva de su efectividad y, especialmente, de su eficacia simbólica, para comprender las causas reales de su inoperancia y la verdadera pretensión política tras su publicación.

Notoriety reached by scholar coexistence as an educational resource, focused on strengthening learning of civil and democratic values, joint to the complete bibliographic information about plans, syllabus and all kind of initiatives, designed to clarify the most important educational tools to improve coexistence in schools, makes necessary a deep reflection on its pedagogical principles. The established aim of this research project, it is not other thanexplaining some basic concepts related with the topic of school coexistence, comparing some intellectual opinions, paying attention to educators on the challenge of designing pedagogical possibilities, which since school, could be impelled for the improvement of didactic resources.Even the Basic parameters of research are restricted on the European field, especially the Spanish one, we do not give up some situations about nowadays Colombian reality, to the aim of "reserved logics to compared analysis and sociopolitical differences in the States", value educational circumstances as a challenge of school coexistence andas a starter of change for permanent democracies on Latin American countries. ; La notoriedad alcanzada por el tema de la convivencia escolar como un recurso educativo encaminado a fortalecer el aprendizaje de los valores cívicos y democráticos, junto a la nutrida información bibliográfica sobre planes, programas e iniciativas de todo tipo diseñadas con el objeto de clarificar las herramientas educativas más valiosas para la mejora de la convivencia en las escuelas, hacen necesaria una intensa reflexión sobre los fundamentos pedagógicos de la misma. El objetivo planteado por este trabajo no es otro que perfilar algunos conceptos básicos vinculados a la temática de la convivencia escolar y, a la luz de la opinión de algunos intelectuales contrastados, llamar la atención de los educadores sobre el reto que supone diseñar algunas posibilidades pedagógicas que desde la escuela puedan impulsarse en aras de mejorar dicho recurso educativo.Aunque los parámetros básicos del trabajo se circunscriben al ámbito europeo, fundamentalmente español, no renunciamos a ofrecer algunas catas de la realidad colombiana actual, para-con las lógicas reservas de los análisis comparativos y las diferencias sociopolíticas de los Estados- valorar las circunstancias educativas por las que atraviesa el desafío de la convivencia escolar como motor de cambio social hacia democracias estables en los países latinoamericanos.

[spa] Uno de los principales componentes de los procesos educativos es sin duda la convivencia, debido a las múltiples interacciones sociales que se producen diariamente en los centros. Es un concepto con el que nos hemos ido familiarizando en el ámbito escolar y cuyo campo de estudio se ha consolidado debido a la importancia e influencia en el desarrollo académico y personal de los estudiantes y en el funcionamiento de un centro escolar. En los establecimientos educativos se enseña y se aprende a convivir, por lo tanto la gestión de estos procesos es fundamental a la hora de lograr los objetivos y metas institucionales planteadas. En este sentido la presente investigación propicia una descripción intensiva, con precisión y eficaz de cómo se realizan los procesos de gestión de la convivencia en el centro educativo Instituto Santa María de la ciudad de San Carlos, en Chile. Esta institución se encuentra ubicada en la recientemente creada región de Ñuble, por lo tanto esta situación política-administrativa también tiene efectos en los centros educativos. Este estudio tiene por objetivo general Comprender los procesos de gestión de la Convivencia Escolar del Instituto Santa María de la ciudad de San Carlos, Chile, para proponer acciones de mejora. Para la realización del presente estudio se ha planteado un enfoque metodológico mixto de investigación, utilizando un diseño de estatus equivalente de tipo paralelo/simultáneo, dando respuesta de esta manera, a las preguntas a través de aproximaciones tanto cualitativas como cuantitativas, con un equilibrio entre ambas. Las técnicas de obtención de información utilizadas fueron cuestionarios aplicados a los estudiantes, profesores y familias, entrevistas a equipo directivo, autoridades provinciales de educación y grupos de discusión con estudiantes y profesores. Posteriormente la información fue ordenada, clasificada, reducida y categorizada para buscar relaciones significativas y algunas similitudes en los datos que permitieron dar respuesta a los objetivos y las preguntas de investigación. Con los datos analizados se redactó la discusión y las conclusiones del estudio para posteriormente desarrollar una propuesta de mejoramiento de la gestión de la convivencia escolar, donde sus principales ejes y acciones se basaron en diversas experiencias exitosas a nivel nacional e internacional, las cuales fueron descritas en el transcurso del marco teórico de la investigación. ; [eng] One of the main components of educational processes is undoubtedly coexistence, due to the multiple social interactions that occur daily in the schools. It is a concept that we have become familiar with in the school environment and whose field of study has been consolidated due to the importance and influence on the academic and personal development of students and the operation of a school. In education centers it is taught and learnt how to live together, therefore the management of these processes is essential when it comes to achieving the institutional objectives and goals set. In this sense, this research provides an intensive, accurate and effective description of how the processes of coexistence management are carried out at Instituto Santa María educational center in the city of San Carlos, Chile. This school is located in the recently created Ñuble region, therefore this political-administrative situation also has effects on educational centers. The general objective of this study is to Understand the school coexistence management processes at Instituto Santa Maria School in San Carlos city, in order to propose improvement actions. To carry out this study, a mixed research approach has been proposed, using an equivalent status design of a parallel / simultaneous type, thus giving answers to the questions through both qualitative and quantitative approaches, with a balance between both. The information gathering techniques used were questionnaires applied to students, teachers and families, interviews with the management team and provincial education authorities, and discussion groups with students and teachers. Subsequently, the information was arranged, classified, reduced and categorized to look for significant relationships and some similarities in the data that allowed us to answer the objectives and research questions. With the data analyzed, the discussion and conclusions of the study were drawn up to later develop a proposal to improve the management of school coexistence, where its main axes and actions were based on various successful experiences at national and international level, which were described in the course of the theoretical framework of the research.

The article explores characteristics of the international relations bipolar system, changes occurred after its collapse and the future of post-bipolar world, focusing on the role of non-Western actors in it. On one hand, the bipolar system provided stability of international relations, but on the other – lead to competition between the U.S. and the USSR for the influence on the third countries, which sometimes resulted in armed conflicts in the third states. The collapse of the Soviet Union convinced the West both in the universality of its development model and the necessity to spread it all over the world. Now it is clear that the "democratism" ideology failed politically and culturally. The Western model has neither become a panacea for eliminating disparities between countries on different stages of development, nor the only example of successful and strong governance. New power centers, such as Russia, China, India and Brazil, have been successfully developing after the collapse of the Soviet Union. Their influence has been growing along with that of the West, and even though they did not necessarily directly confront it, they never shared all its values, yet never actively imposed their positions on the rest of the world. Regional powers (Nigeria, Venezuela, etc.) are also playing a more significant role in the emerging system, although sometimes they may join the alliances with more powerful countries to achieve their goals (as Vietnam does with the U.S. in its conflict with China). Russia's reluctance to follow the West in its development created the first serious alternative to the existing unipolar world model and its values, so naturally and widely accepted by the Western actors. Whereas China with its rapid economic development is also posing a challenge to the ideology of "democratism" proving that the economic welfare is achievable outside the Western political model. As for Russia, its role in the modern world is still not defined. The Russian Federation wants to become an independent power unit and a center of the Eurasian integration. However, it is not clear whether it has resources of all kinds to implement this idea, – moreover, its economic dependence on the West is still too strong to insist on further confrontation. Instead, Russia (as well as its partners in the Eurasian Economic Union) could use Eurasian integration platforms to act as an "ambassador" of Asia in Europe and that of Europe in Asia. Acknowledgements. The article has been supported by the grant of the Faculty of World Economy and International Affairs, National Research University Higher School of Economics in 2016.