L'Administració local, partint del valor afegit que li confereix la seva proximitat als ciutadans, ha d'exercir un paper fonamental en l'acció educativa que comparteix en diferents temps i espais socials amb les famílies, les escoles i les comunitats, al llarg de tota la vida de les persones. Una perspectiva que concretem en tres grans objectius que han de guiar el desenvolupament del potencial socioeducatiu de l'esport i la cultura en l'àmbit "local" i no només "municipal": augmentar la participació ciutadana, millorar els coneixements bàsics de la població i habilitar vies per tal que puguin expressar les seves necessitats i interessos. En el text s'apunten algunes línies d'acció, concretades en iniciatives pràctiques d'acord amb les consideracions teòriques expressades. ; Local administration, whose proximity to citizens affords it added value, is a key element of educational action shared with families, schools and communities throughout people's lives. We approach this perspective through three goals that guide the development of the socio-educative potential of sport and culture in the "local field" (not only in the "municipal field") by: (1) increasing citizen participation; (2) improving the local population's knowledge base; and (3) creating routes through which citizens may express their needs and aspirations. We raise some practical lines of action based on the presented theory. ; La Administración local, partiendo del valor añadido que le confiere su proximidad a los ciudadanos, debe jugar un papel fundamental en la acción educativa que comparte endiferentes tiempos y espacios sociales con las familias, las escuelas y las comunidades, a lo largo de toda la vida de las personas. Una perspectiva que concretamos en tres grandes objetivos que deben guiar el desarrollo del potencial socioeducativo del deporte y la cultura en el ámbito "local" y no sólo "municipal": aumentar la participación ciudadana, mejorar los conocimientos básicos de la población y habilitar vías para que puedan expresar sus necesidades e intereses. En el texto se apuntan algunas líneas de acción, concretadas en iniciativas prácticas acordes con las consideraciones teóricas expresadas.
Atès el seu nombre i la seva finalitat, i per a aportar un instrument més a la integració dels sectors exclosos, l'Estat espanyol va regular les empreses d'inserció a través de la Llei 44/2007, de 13 de desembre. La realització d'un TFG d'educació social ens vapermetre veure si són un instrument facilitador de la transició al treball i observar que, pel fet d'implicar la metodologia de l'animació sociolaboral, són un camp d'intervenciósocioeducativa per a l'educació social, si bé existeixen certes mancances pel que fa a la contextualització del paper i les funcions de l'educador/a social. ; On account of the number and purpose of the job integration agencies, and with a view to providing an additional impetus to the integration of disadvantaged sectors of society, the Spanish government passed Law 44/2007 of 13 December to regulate these firms. Our final-year degree project in Social Educationgave us an opportunity to see if they are an effective instrument in facilitating the transition to work and to observe that, when the methodology of socio-occupational animation is applied, they constitute a field of intervention for social education, despite the absence of certain aspects of contextualization of the roleand functions of the social educator. ; Debido a su número y a su finalidad, y para aportar un instrumento más a la integración de los sectores excluidos, el Estado españolreguló las empresas de inserción a través de la Ley 44/2007, de 13 de diciembre. La realización de un TFG de educación social nospermitió ver si son un instrumento facilitador de la transición al trabajo y observar que, al aplicar la metodología de la animaciónsociolaboral, son un campo de intervención socioeducativa para la educación social, si bien existen ciertas lagunas en cuanto a lacontextualización del papel y funciones del educador/a social.
Aquest article aborda l'experiència del moviment social #YoSoy132, a partir de l'exploració del seu sorgiment en el context polític, social i mediàtic mexicà i de l'anàlisi de les seves característiques, demandes i paral·lelismes amb els nous moviments socials globals. A més, l'article problematitza el paper dels nous mitjans digitals –en particular de les xarxes socials– dins del moviment, trencant amb cinc narratives dominants en la literatura. Finalment, es realitza un balanç de l'abast i les limitacions de #YoSoy132. ; This paper looks at the experience of the social movement #YoSoy132, exploring its emergence in the political, social and media context of Mexico today, and analyzing its characteristics, demands, and similarities with the new global social movements. In addition, the paper problematizes the role of the digital media – and in particular of the social media — within the movement, breaking with five narratives that have dominated the literature. In the conclusion, the paper offers an assessment of the achievements and the limitations of #YoSoy132. ; Este artículo aborda la experiencia del movimiento social #YoSoy132, a partir de la exploración de su surgimiento en el contexto político, social y mediático mexicano y del análisis de sus características, demandas y paralelismos con los nuevos movimientos sociales globales. Además, el artículo problematiza el papel de los medios digitales –en particular de las redes sociales– dentro del movimiento, rompiendo con cinco narrativas dominantes en la literatura. Finalmente, se realiza un balance de los alcances y de las limitaciones de #YoSoy132.
L'article descriu, recapitula i valora alguns aspectes i facetes de la incorporació dels educadors socials als centres escolars, un procés limitat i incomplet en algunes comunitats autònomes, i excessivament ambiciós i ràpid en d'altres. Fa especial èmfasi en: el sentit de la presència de l'Educació Social a l'escola; la descripció d'alguns espais privilegiats per intervenció dels educadors, i els elements de desacord o les situacions pendents d'aclarir que resulten del procés d'incorporació. Unes sinergies que poden representar un risc per al desenvolupament i la promoció de la professió en l'àmbit escolar. Una cooperació que contingui la capacitat tant d'integrar i afrontar les necessitats derivades dels canvis i transformacions del context social, com de planejar un projecte educatiu i de ciutadania més compromès amb una societat democràtica i participativa. ; El artículo describe, recapitula y valora algunos aspectos y facetas de la incorporación de los educadores sociales en los centros escolares, un proceso limitado e incompleto en algunas Comunidades Autónomas, y excesivamente ambicioso y rápido en otras. Hace especial hincapié en: el sentido de la presencia de la Educación Social en la escuela; la descripción de algunos espacios privilegiados por intervención de los educadores; y los elementos de desencuentro o las situaciones pendientes de aclarar que resultan del proceso de incorporación. Unas sinergias que pueden representar un riesgo para el desarrollo y la promoción de la profesión en el ámbito escolar. Una cooperación que contenga la capacidad tanto de integrar y afrontar las necesidades derivadas de los cambios y transformaciones del contexto social, como de planear un proyecto educativo y de ciudadanía más comprometido con una sociedad democrática y participativa ; The article describes, recaps and assesses some aspects of the incorporation of social educators into schools; it has been a limited and incomplete process in some autonomous regions of Spain, and too ambitious and fast in others. It, in particular, emphasizes: the im portance and sense of the presence of social education in school; some privileged spaces for the educator's intervention; and the disagreements or situations that need to be worked out as a result of the incorporation process. Those synergies can be dangerous for the development and the promotion of social education in school. Cooperation needs to be able to integrate and to face the needs resulting from the changes in the social context; but, at the same time, it needs to project a more committed education and citizenship project in democratic and participatory society.
Since they appeared, the studies of Science, Technology & Society (STS) have been interested in education as the key to help the citizens of tomorrow to participate in the discussions dealing with the future of technoscience. In Spain, the STS subjects became part of the secondary school programs since the educational reform. Nevertheless, the analysis of the textbooks used in Catalonia shows that a deterministic vision of science & technology - both of them thought as entities with their own logic of development, independent from social reality - coexists with a neutralistic conception, which considers technoscience as a basic tool that can be used by humanity either in a correct or an incorrect way. The student has the perception that science & technology shape the social reality, but that are somehow independent from society.
Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote. ; Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote.
In distance education, the student's high educational autonomy and active participation in the learning process are key features of the educational process that contribute to the concept of self-regulated learning in this environment, as they make the learner responsible for acquiring the knowledge through fact-finding and reflective learning practices. In this context, the work looks at the contribution of the Written Works and Group Consultative Meetings in supporting self-regulated learning strategies in the education environment of the Hellenic Open University. In particular, the purpose of the work is to explore how the Written Works and Group Consultative Meetings activate the mechanism for the expression of self-regulated learning for apprentices in the context of the educational autonomy that the OR offers through its curricula. The investigation is based on the literature review of distance education and self-regulated learning. The conclusions of the survey show that written work and group consultative meetings in the OR are areas for teaching, communication, collaborative management and evaluation negotiations and therefore important pedagogical tools to support self-regulated learning and, in particular, self-assessment strategies, self-monitoring, search for information, search for assistance and time management, which demonstrates the need for effective planning and organisation in providing them. ; Στην εξ αποστάσεως εκπαίδευση η υψηλή μορφωτική αυτονομία και η ενεργητική συμμετοχή του μαθητευόμενου στην διαδικασία μάθησης αποτελούν κυρίαρχα χαρακτηριστικά της εκπαιδευτικής διεργασίας που συντείνουν στην έννοια της αυτο-ρυθμιζόμενης μάθησης στο περιβάλλον αυτό, δεδομένου ότι καθιστούν υπεύθυνο τον μαθητευόμενο για την κατάκτηση της γνώσης μέσα από πρακτικές διερευνητικής και ανακαλυπτικής μάθησης. Στο πλαίσιο αυτό, η εργασία μελετά τη συμβολή των Γραπτών Εργασιών και των Ομαδικών Συμβουλευτικών Συναντήσεων στην υποστήριξη στρατηγικών αυτο-ρυθμιζόμενης μάθησης στο περιβάλλον εκπαίδευσης του ...
En qualsevol disciplina els canvis en el vocabulari són importants pel fet que hi ha una evolució en la disciplina mateixa. Pel que fa a la discapacitat i la diversitat funcional no només hi ha un canvi de paraules sinó un canvi conceptual que genera substitucions de vocabulari però no com a sinònims. Els canvis de paradigma als quals fem referència en la darrera dècada comencen a prendre rellevància a molts nivells, com l'acadèmic, el social i el polític, com si fossin un engranatge en què, quan hi ha canvis en una peça, convé també plantejar-los en les altres. Des d'aquest punt de vista alteracions de la concepció de discapacitat i diversitat funcional generen canvis significatius en la manera de generar serveis si calgués. Però a més adquireixen molta importància les novetats a nivell actitudinal i de relació que estableixen els professionals de l'educació social o del treball social sobre les persones amb diversitat funcional. ; In any discipline, changes in terminology are important to the extent that there is an evolution in that field. In the case of disability and functional diversity there is not simply a change of words but a conceptual shift that has generated substitutions of vocabulary in which the new terms are not synonymous with those they have replaced. The paradigm shifts over the last decade to which we are referring here are beginning to have an impact on many levels, not least the academic, social and political, and as with any complex mechanism, the change of one part posits the need for changes in the others. From this point of view these shifts in the conception of disability and functional diversity are engendering significant changes in the way that services are generated. At the same time a good deal of importance attaches to new developments at the attitudinal and relational level established by professionals in social education and social work with regard to people with functional diversity. ; En cualquier disciplina los cambios en el vocabulario son importantes en cuanto a que hay una evolución en ella. En la cuestión de la discapacidad y la diversidad funcional no solamente hay un cambio de palabras sino un cambio conceptual que genera sustituciones de vocabulario pero no como sinónimos. Los cambios de paradigma a los que hacemos referencia en la última década empiezan a tomar relevancia a muchos niveles como el académico, el social y el político como si fueran un engranaje que en cuanto hay cambios en una pieza conviene también plantearlos en las otras. Desde este punto de vista estas alteraciones de la concepción de discapacidad y la diversidad funcional generan cambios significativos en la manera de generar servicios si hicieran falta. Pero además adquieren mucha importancia las novedades a nivel actitudinal y de relación que establecen los profesionales de la educación social o del trabajo social sobre las personas con diversidad funcional.
Despina Karakatsani, La discipline de socialisation politique en Grèced'après-guerre: Γ ((Education du citoyenDans la cadre de cet article on essaie de dévoiler la manière dont lacrise idéologique et politique de la période post-guerre civile a été reflétéedans l'institution scolaire et en particulier dans la discipline principalede socialisation politique: l'éducation civique. Dans le climat anticommunistede cette époque l'école, un des principaux appareils idéologiquesde l'Etat, a été utilisée pour effacer toute idéologie communisteet pour promouvoir les valeurs de la Nation, de la Patrie, de l'Hellénismeet du Ghrisrianisme.Les différentes initiatives du pouvoir politique ainsi que des personnalitésdans le cadre de la politique éducative de la Grèce d'après-guerreafin de moraliser le citoyen et construire une citoyenneté conforme auxvaleurs de la civilisation greco-chrétienne font aussi objet de cet article.L'institutionnalisation de la discipline d'«Education du citoyen»dans l'enseignement primaire en 1957 a été dictée, d'après ceux qui ontfait cette proposition, par la nécessité de renforcer les liens entre le citoyenet le pouvoir politique après leur affaiblissement à cause de la propagandecommuniste. L'analyse des manuels de la forme principale d'éducationcivique de cette période prouve que les valeurs avancées étaient cellesde Nation-de Patrie, d'Hellénisme, de Famille et de Religion-Orthodoxie.L'éducation du citoyen exalte la beauté de la patrie grecque en larendant en même temps symbole de toute l'humanité, et impose auxfuturs citoyens comme devoirs l'amour de celle-là, l'obéissance par l'accomplissementdes devoirs militaires et le respect des monuments anciens.Une conception communautaire des différentes formes sociopolitiques estégalement adoptée qui reconnaît l'individu seulement en tant que membredes différentes équipes sociales et lui prescrit le devoir d'obéir aux normesde l'ensemble, ce qui signifie également l'anéantissement de ses droits, l'annulation de toute individualité, de toute forme de critique et decontestation.La autodiscipline en faveur de l'ordre et de l'harmonie sociale dansle cadre du «bon comportement», la charité, le travail et l'épargne constituentles caractéristiques d'un individu moral et civilisé, du citoyenidéal, que l'éducation civique et tout le système éducatif grec de cettepériode veut créer. ; Despina Karakatsani, La discipline de socialisation politique en Grèced'après-guerre: Γ ((Education du citoyenDans la cadre de cet article on essaie de dévoiler la manière dont lacrise idéologique et politique de la période post-guerre civile a été reflétéedans l'institution scolaire et en particulier dans la discipline principalede socialisation politique: l'éducation civique. Dans le climat anticommunistede cette époque l'école, un des principaux appareils idéologiquesde l'Etat, a été utilisée pour effacer toute idéologie communisteet pour promouvoir les valeurs de la Nation, de la Patrie, de l'Hellénismeet du Ghrisrianisme.Les différentes initiatives du pouvoir politique ainsi que des personnalitésdans le cadre de la politique éducative de la Grèce d'après-guerreafin de moraliser le citoyen et construire une citoyenneté conforme auxvaleurs de la civilisation greco-chrétienne font aussi objet de cet article.L'institutionnalisation de la discipline d'«Education du citoyen»dans l'enseignement primaire en 1957 a été dictée, d'après ceux qui ontfait cette proposition, par la nécessité de renforcer les liens entre le citoyenet le pouvoir politique après leur affaiblissement à cause de la propagandecommuniste. L'analyse des manuels de la forme principale d'éducationcivique de cette période prouve que les valeurs avancées étaient cellesde Nation-de Patrie, d'Hellénisme, de Famille et de Religion-Orthodoxie.L'éducation du citoyen exalte la beauté de la patrie grecque en larendant en même temps symbole de toute l'humanité, et impose auxfuturs citoyens comme devoirs l'amour de celle-là, l'obéissance par l'accomplissementdes devoirs militaires et le respect des monuments anciens.Une conception communautaire des différentes formes sociopolitiques estégalement adoptée qui reconnaît l'individu seulement en tant que membredes différentes équipes sociales et lui prescrit le devoir d'obéir aux normesde l'ensemble, ce qui signifie également l'anéantissement de ses droits, l'annulation de toute individualité, de toute forme de critique et decontestation.La autodiscipline en faveur de l'ordre et de l'harmonie sociale dansle cadre du «bon comportement», la charité, le travail et l'épargne constituentles caractéristiques d'un individu moral et civilisé, du citoyenidéal, que l'éducation civique et tout le système éducatif grec de cettepériode veut créer.
