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This paper proposes to assume peace building as a process that is intrinsically related to the constitution of a political subject and the civic strengthening of its actors. The methodologies used are social cartographies, in-depth interviews and focus groups. One finding is the necessity to discuss peace building in relation with the public virtues and citizenship participation through citizens' rights. It concludes that peace building is related with the transformation of social imaginaries, the development of capabilities and the implementation of pedagogies for humanization, from which the political training proposal Humanizarte is designed for its application and validation.

This paper presents discussions, findings and conclusions about peace building in educative contexts, derived from a program research. It proposes intrinsically assume the relation between peace building with political subject constitution and civic strengthening of actors. Methodologies employed are social cartographies, in-depth interviews and focus groups. One finding is the necessity of discuss peace building with public virtues and with citizenship participation through rights. It concludes that peace building is related with the transformation of imaginaries, the development of capabilities and the implementation of pedagogies for humanization, from which is designed the political training proposal Humanizarte, to be applied and validated. ; Este artículo propone asumir la construcción de paz intrínsecamenterelacionada con la constitución de un sujeto político y el fortalecimientodel ejercicio ciudadano de los actores. Las metodologías son cartografíassociales, entrevistas a profundidad y grupos focales. Un hallazgo es lanecesidad de discutir la construcción de paz en relación con las virtudespúblicas y el ejercicio ciudadano desde los derechos. Se concluye quela construcción de paz está relacionada con la transformación de imaginariossociales, el desarrollo de capacidades y la implementación depedagogías para la humanización, de lo cual se diseña la propuesta deformación política Humanizarte a ser implementada y validada.

Intro -- Preface -- Acknowledgements -- Contents -- Part I: Pedagogical, Anthropological, and Political Underpinnings -- Shaping Identities in a Hyperconnected World: Notes for the Refutation of 'Pedagogical Levity' -- 1 Introduction -- 2 An Over-accelerated World -- 2.1 Volatile Identities -- 3 Technological Gadgets and Socio-Cultural Practices -- 4 Against the Levity of Philo-Technological Reductionism -- 5 Conclusion -- References -- Digital Natives or Digital Castaways? Processes of Constructing and Reconstructing Young People's Digital Identity and Their Educational Implications -- 1 Introduction -- 2 Processes for Deconstructing the Concept of Identity -- 2.1 Fracture as a Scenario of Identification -- 2.2 Agency as the Framework for Identification Practices -- 3 Identity-Building Processes and Mechanisms Measured Digitally -- 4 Re-construction Processes: From the Concept of Identity to Online Identification Practices -- 4.1 Process for Building a "Personal Identity" -- 4.2 Processes of Building "Collective Identity" -- 4.3 Processes of Building an "Interdependent and Dialogical Identity" -- 5 Recovering and Opening Perspectives for Pedagogy Through the Digital Non-nativity of Young People -- References -- The Challenge of Developing One's Own Identity in ICT Contexts: The Apparent Need to Share Everything -- 1 Introduction -- 2 The Importance of Secrets in Configuring Analogue Subjectivity -- 3 From the Society of the Spectacle to Configuring the Digital World: The Gradual Loss of the Value of Secrets -- 4 The Digitalisation of Secrets as a Strategy for Education -- 5 Conclusion -- References -- "Don't Be Your Selfie": The Pedagogical Importance of the Otherness in the Construction of Teenagers' Identity -- 1 Introduction -- 2 "I'm Myself and All My Likes": The Role of Otherness in Modern Identity Construction.

Nowadays the web development is increasingly oriented towards social and participative uses. This tendency is generating the sense that we are going into a "second step" a new and "improved" version: Web 2.0. In this report we present a proposal for the use of this web in order to develop the "Social and citizenship competence" introduced by the Spanish educational legislation (LOE, 2006) that regulates the content of the school curriculum. In this proposal we have taken into account both the potential of the 2.0 applications to encourage cooperation and social relations and the activities or instructional strategies required to encourage the contents implied in the social and citizenship competence.

Literating in a literacy way serves as a basis for all students who are inserted in the school context. In this sense, this study discusses an action research project with a pedagogical practice in a class of the third year of the initial grades of Elementary School. This research-action is justified by its social and cultural nature, which aims to develop practical activities to literate in a literacy way within an inclusive education perspective. Although, there are governmental programs that regulate the literacy process, and the school context shows a reality that reflects precarious rates of literacy in Brazil. This is possibly due to teacher training, school infrastructure and to "non-methods". To literacy without literate, according to Soares (2004), is disconnected from the demands of social practices that everyday demands. In this context, the story "The Little Yellow Cap" was adapted from the perspective of an open curriculum, using diverse curricular proposals directed to the understanding of all the students. The objective was to eliminate any obstacle that could limit the learning and the participation of all students in the educational process.

The practical application of the principle of humanization of education has a positive effect on the development of reflection and self-regulation in the pupil, the formation of his relationship with the world, the formation of a person who is a carrier of democratic and humanistic relations in society. Development can be seen as the process by which a person solves three types of tasks (natural-cultural, socio-cultural, and socio-psychological). These tasks can be used to identify aspects of personal development that need to be centralized in social education.

The Colombian Pedagogical Movement was a teacher movement, emerging at the end of the Seventies and consolidating during the Eighties, that called teachers, unionists (Fecode, Colombian Educators of Federation) and scholars to relocate teachers as cultural workers and pedagogy as a piece knowledge far political resistance in defense of public education. This movement accomplished institutional visibility during the XII Congress of Fecode and adopted, not only structural elements from modern and old Social Movement theories (in which un ion and identity practices and discourses can be found), but also elements from contemporary social movements where singularities and horizontal organization schemes are allowed. The first section of the article briefly describes "resistance" from the perspective of different authors such as Tony Negri, Michael Hardt, Boaventura de Sousa Santos, Félix Guattari, Pierre Bourdieu and others. The rest of the article characterizes different demonstrations of social movements and social resistance that in one way or another were portrayed by the Colombian Pedagogical Movement. ; El Movimiento Pedagógico colombiano (MP) fue un movimiento magisterial que convocó a maestros, intelectuales y sindicalistas en torno al maestro como trabajador cultural, y en torno a la pedagogía como un saber de resistencia política para la defensa de la educación pública, cuya emergencia histórica se da a finales de la década de los setenta y se consolida en la década siguiente, alcanzando su visibilidad institucional en el XII Congreso de Fecode (Federación Colombiana de Educadores), hacia 1982. El presente artículo pretende demostrar que este movimiento no sólo adoptó elementos constitutivos de los movimientos sociales y de resistencia modernos (llámense antiguos o nuevos movimientos sociales, en cuyo interior se encuentran prácticas y discursos gremialistas y de identidad), sino también de movimientos contemporáneos, en los que las formas de organización horizontal y las singularidades tienen cabida. Para poder dar sustento a nuestra afirmación, queremos ofrecer _en el presente artículo, en primer lugar, un breve rastreo de la categoría de resistencia asumida por diferentes teóricos como Antonio Negri, Michael Hardt, Boaventura de Sousa Santos, Félix Guattari y Pierre Bourdieu, entre otros. En segundo lugar, se realiza una caracterización de las diferentes manifestaciones de Resistencia y movimiento social, que de una u otra forma estuvieron presentes en este movimiento.

[ES]Este Trabajo de Fin de Máster está destinado a reflexionar sobre la asignatura de Proyecto Integrado en el cuarto curso de Educación Secundaria Obligatoria en los institutos andaluces. Yo he sido profesora de esta asignatura a lo largo de los dos últimos dos cursos y ofreceré una aproximación teórica de ella. En primer lugar, voy a analizar las referencias legislativas a esta asignatura en el currículo oficial para España y Andalucía. A continuación, explicaré cómo se desarrolla en la Programación de mi Proyecto de Centro. En segundo lugar, me centraré en la base teórica del Aprendizaje Cooperativo y en los elementos fundamentales de la Teoría de Interdependencia Social. El siguiente punto describirá explícitamente la implementación práctica de la asignatura de Proyecto Integrado Bilingüe, aplicado a un aula contextualizada. Finalmente, se ofrecerá una serie de conclusiones, tras la investigación realizada durante el desarrollo de este Trabajo Final de Máster. ; [EN]This Dissertation is intended to reflect upen the subject of lntegrated Project in the fourth year of Compulsory Secondary Education in Andalusian schools. 1 have been a teacher of this subject along these two last years and 1 will offer a theoretical approach of it. First, 1 am going to analyse the legislative references to this subject in the official curricula for Spain and Andalusia. Then, 1 will explain how it is developed on the syllabus of my School Project. Second, 1 will focus on the theoretical bases of Cooperative Learning and on the fundamental elements of the Social lnterdependence Theory. The following point will explicitly describe the practica! implementation of the subject of Bilingual lntegrated Project, applied to a contextualised classroom. Finally, a set of conclusions will be offered, after the research carried out during the development of this Masters Dissertation.

The significance of the problem is connected with the debates on the need of a personality's educating in the process of quality professional teacher training, and the real state of formation of responsible attitude to the pedagogical profession in graduates. Proceeding from the analysis of scientific resources and empiric material, the article distinguishes and characterizes mental and physical factors (psychological and pedagogical factors of obstruction (obstacles) and factors of promotion (conditions) of responsible attitude to the future profession in students of higher pedagogical establishments. The authorial complex of mental and physical factors diagnosing the given quality formation (survey, polls, discussion, testing based on the series of authorial questionnaires, survey and tests; pedagogical experiment) was designed and applied. The authors distinguished mental and physical obstacles of responsible attitude to the profession in student teachers: the fear to make a right and appropriate decision in professional educative situations; the lack of stimulation and motivation of important social results of work made by school authority and the state; non-appropriate formation of the responsible attitude to the profession in the process of vocational training etc. The negative level of the operative and activity-based formation component of the demonstration of responsible feeling to the future teacher profession was determined. It may be resulted in incorrect solutions made by students in pedagogical situations. Self-estimation of the formation level of the quality searched was also been appointed. High students' self-estimation level of the formation of responsibility to their profession was stated. It is the significant difference in self-estimation and teachers' estimation (by the mentors and instructors of school practice) of formation level of the quality indicated that is determined. The authors accentuated and experimentally tested psychological and pedagogical terms for the formation of responsible attitude to the future profession in students of higher pedagogical establishments: the necessity of interest stimulating to important social results of work, self-education and self-realization; provision of complete information on the list and compliance of position requirements of a teacher; teaching with plan and organization techniques of one's work and mobile, and appropriate decision-making in educative pedagogical situations in order to avoid fear to act and receive results (actions proceeding from regulatory and legal awareness according to the scheme: 'situation → decision-making in accordance with the current legislation → result'). It was stated that the responsibility is formed in the process of educative / educational tasks and commission completion that are professionally oriented at curricular and extracurricular time. Educational and educative tasks and commission are to be formed as complex educative pedagogical situations and solved by future teachers. The results of control diagnosing have appeared to be profound: students' self-estimation is adequate if their practical acts are constantly controlled, corrected and estimated by the teachers. The educating of a responsible attitude to the profession is understood as a goal-oriented process that is connected with the formation of professional competency and belief of the correct profession choice (professional identity). The materials of the article are of practical value for the experts in teacher training of a competent worker.

Hoy en día existe una especial preocupación por el aumento de los continuos conflictos que se producen diariamente en los centros escolares, y a los que hay que dar respuesta adecuada teniendo en cuenta la legislación vigente. El acoso escolar es un ejemplo de especial gravedad por las repercusiones negativas que provoca en el alumnado implicado. Después de una enmarcación legal y conceptual, presentamos un conjunto de actividades interactivas e instructivas que los educadores pueden trabajar con los alumnos de educación primaria y secundaria, encaminadas hacia la prevención del acoso escolar en los centros. ; Nowadays there is a special concern for the increase of the continuous conflicts that take place daily in schools, and to which we must give an adequate response taking into account the current legislation. Bullying is an example of special gravity because of the negative repercussions it causes on the students involved. After a legal and conceptual framing, we present a set of interactive and instructive activities for educators to work with students in primary and secondary education, aimed at preventing bullying in schools.

We draw on interaction oriented focus group research and conversation analysis to study the conversation analytic data session as a pedagogical institution. Drawing on focus group interviews among conversation analytic experts and novices, we considered (1) the degree of sharedness of different normative orientations among the conversation analysts regarding the data session and (2) possible differences in how novice and expert conversation analysts orient, perceive and evaluate data session normativity. We found both the experts and novices to engage in adelicate act of balancing between two normative ideals — that everyone should contribute to the joint analysis and that everyone who contributes to the joint analysis should be constructive. The experts displayed a strong consensus that all data session participants' contributions should be treated equally — given that all of them are competent language users. Th enovices, thenagain, emphasized the different levels of experience between the data session participants and sought for recognition of their own lower competence in relation to that of the experts. It thus seems that the collaborative, democratic practices, which are seen as empowering by the experts, invoke anxiety in the novices. Making this tension visible can enable the development of conversation analytic datasessions from the pedagogical perspective. ; We draw on interaction-oriented focus group research and conversation analysis to study the conversation-analytic data session as a pedagogical institution. Drawing on focus group interviews among conversation-analytic experts and novices, we considered (1) the degree of sharedness of different normative orientations among the conversation analysts regarding the data session and (2) possible differences in how novice and expert conversation analysts orient, perceive and evaluate data-session normativity. We found both the experts and novices to engage in a delicate act of balancing between two normative ideals—that everyone should contribute to the joint analysis and that everyone who contributes to the joint analysis should be constructive. The experts displayed a strong consensus that all data-session participants' contributions should be treated equally—given that all of them are competent language users. The novices, then again, emphasized the different levels of experience between the data-session participants and sought for recognition of their own lower competence in relation to that of the experts. It thus seems that the collaborative, democratic practices, which are seen as empowering by the experts, invoke anxiety in the novices. Making this tension visible can enable the development of conversation-analytic data sessions from the pedagogical perspective. ; Peer reviewed

The process of forming program provision for teaching pedagogical disciplines, pedagogy in particular, in pedagogical educational institutions has been characterized in the article on the basis of analyzed pedagogical literature, archival records, and scientific researches in periodicals. Pedagogical educational institutions in Ukraine were reorganized from the institutes of public education to "the united pedagogical institutes" at the beginning of the 30s of the 20th century (1933). The content of programs for disciplines of pedagogical direction (pedagogy, paedology, didactics, and history of pedagogy) has been revealed. They had undergone some changes due to the reformation of higher pedagogical education in Ukraine before the creation of classical pedagogical educational institution.