Suchergebnisse

El presente trabajo intenta abarcar el arco que va de la actual discusión acerca de los resultados de PISA a las tareas desarrolladas por el Consejo Alemán de Educación (Deutscher Bildungsrat) en las décadas de 1960 y 1970. Al mismo tiempo, se buscará dar una mirada a la investigación realizada por la OCDE en la República Federal de Alemania años antes del relevamiento de PISA de 1999-2000. En el mencionado espacio temporal, se había instalado en Alemania la conciencia de que era de toda necesidad una reforma educativa. Fue esta la idea que promovió la fundación del Consejo de Educación, cuya misión era, ante todo, la de fomentar una reforma educativa a nivel fundamental. Por ello, cobra importancia aclarar las razones de la persistencia de la "miseria educativa" en Alemania y las causas que llevaron al fracaso de las propuestas del Consejo de Educación. Una razón de peso es la que se deja ver en la relación – hasta hoy conflictiva – entre las ciencias de la educación y la política alemanas. ; The article covers the time from the present discussion on the results of the PISA study back to the German Educational Council of the 1960s and 70s, including the OECD study of the Federal Republic of Germany which preceded the PISA survey of 1999-2000. During that period,. Germany, too, was characterized by a conviction that the German educational system was in need of a reform of both head and limbs. This insight led to the foundation of the German Educational Council, the main task of which was to initiate a fundamental educational reform. This raises the question of why the plight of German education could continue for so long and why the German Educational Council did not succeed in putting through its reforms. One of the main reasons seems to be the relation between German educational science and politics, which, even today, is not the best. ; Grupo de Investigación FORCE (Formación Centrada en la Escuela) Universidad de Granada

Este artículo presenta una discusión sobre la educación en el medio rural en el estado de Bahía, Brasil. Las áreas rurales poseen los peores indicadores educativos. Debido a los procesos históricos de urbanización y de desarrollo industrial, las áreas rurales fueron excluidas de las agendas políticas, sociales y educativas de la modernización. El texto intenta comprender cómo se produce la articulación entre sujetos, prácticas pedagógicas y territorios locales. Para ello, se estudian los sujetos y prácticas pedagógicas de docentes de aulas unitarias del territorio del Recôncavo del sur (municipio de Amargosa, estado de Bahía). Se pretende identificar y analizar las representaciones de los docentes de escuelas unitarias rurales sobre el espacio (el campo y la escuela), los sujetos (los docentes mismos y sus alumnos) y las propias escuelas unitarias. ; This paper is focused on rural education in the state of Bahia, Brazil. The rural areas have very low educational indicators. As a result of historical processes of urbanization and industrial development, the rural areas have been excluded of political, social and educational modernization. This text looks at the understanding of complex relations amid people, educational activities and local territories. This texts is focused on the subjects and pedagogical approaches by teachers working in one-classroom schools in southern Recôncavo (Amargosa, Bahia). Specifically the paper aims to identify and analyze teachers' representations of rural schools on space (the countryside and the school), the subjects (both teachers and pupils), and one-classroom schools. ; Grupo de Investigación FORCE (Formación Centrada en la Escuela) Universidad de Granada

The study is dedicated to the coverage of the peculiarities of the organization of the vaccination campaign against COVID-19 in Ukraine, all this, to analyze the achievements and current problems of the outreach work of medical institutions of higher education. This paper is an independent scientific research review with an analysis of the questionnaire data on the problematic issue. The study was based on the application of a series of theoretical and empirical methods: analysis, systematization and generalization of data on the search for the characteristics of the organization of dissemination work in higher medical education institutions; questionnaire survey to the participants of the educational process.The survey involved 250 respondents from the aforementioned medical HEIs. The results established the awareness of the participants and also testified to the feasibility and importance of strengthening outreach activities in the selected higher medical education institutions. We conclude that consistent disclosure about the risks, uncertainties and availability of vaccines fosters public confidence in vaccination.

El origen de la historiografía moderna es inseparable de su uso público. La Historia es una disciplina que, entre otras funciones sociales y educativas, ha contribuido a conformar la visión sobre la identidad social y política de las naciones. Pero tiene otras posibilidades más profundas, que es la formación de ciudadanos con una conciencia de pertenencia a un mundo amplio y multicultural y con espíritu crítico que le permita ejercer su derechos y deberes ciudadanos con plena conciencia. Desde su origen como materia escolar a la actualidad ha experimentado una importante transformación. ; The origin of modern historiography is inseparable from public use. History is a discipline that, among other educational and social functions, has helped to shape the vision of social and political identity of nations. But there are other ways deeper, which is the formation of citizens with a sense of belonging to the world wide, multicultural and critical spirit to exercise its rights and civic duties conscientiously. From its origin as a school subject has now undergone a major transformation. ; peerReviewed

Resumen:El origen de la historiografía moderna es inseparable de su uso público. La Historia es una disciplina que, entre otras funciones sociales y educativas, ha contribuido a conformar la visión sobre la identidad social y política de las naciones. Pero tiene otras posibilidades más profundas, que es la formación de ciudadanos con una conciencia de pertenencia a un mundo amplio y multicultural y con espíritu crítico que le permita ejercer su derechos y deberes ciudadanos con plena conciencia. Desde su origen como materia escolar a la actualidad ha experimentado una importante transformación.Abstract:The origin of modern historiography is inseparable from public use. History is a discipline that, among other educational and social functions, has helped to shape the vision of social and political identity of nations. But there are other ways deeper, which is the formation of citizens with a sense of belonging to the world wide, multicultural and critical spirit to exercise its rights and civic duties conscientiously. From its origin as a school subject has now undergone a major transformation.

The objective of this article is the best strategies and models of distance and online education to universities in the context of modern legal education policy, tempting its effectiveness. The methodological framework of this research is based on the comparative anective of distance and online education best practices offered by some universities around the world. A full study of the technical, pedagogical and managements issus of distance education has also been provided. Based on an empirical approach, testing, evaluation and control of usability, accessibility, file and security of some techniques, and related resources have been carried out. An experimental study has also been conducted with the aim of obtaining, comparing and using certain relevant data on the attitudes, priorities and learning outcomes of law students in a traditional versus distance learning environment. The main result of the study is the design of a model of mass, open and lively distance learning and teaching that enhances the quality of university education in general and the training of law students in particular.

In this paper we address the need to base education policy on scientific evidence. For this purpose, we base our argument on contributions from two research projects. On the one hand, the INCLUD-ED project has provided the identification of successful educational actions, whose components, universal and transferable, are an added value for policy development. On the other hand, the IMPACT-EV project aims to help improve the social impact of research in social sciences and humanities. Understanding social impact as the improvements achieved in relation to social goals such as education, employment and poverty, we argue that policies developed based on scientific evidence have greater potential to achieve social impact. This approach of policy development responds to citizens' demands to get not only more stable policies but also more scientific, which ensure greater equality of educational outcomes. ; En este artículo abordamos la necesidad de basar la política educativa en evidencias científicas. Para ello nos basamos en contribuciones de dos proyectos de investigación. Por un lado, el proyecto INCLUD-ED ha aportado la identificación de actuaciones educativas de éxito, cuyos componentes universales y transferibles son un valor para la elaboración de políticas. Por otro lado, el proyecto IMPACT-EV tiene como objetivo contribuir a mejorar el impacto social de la investigación en ciencias sociales y humanas. Entendiendo como impacto social las mejoras conseguidas en relación a objetivos sociales tales como educación, empleo o pobreza, argumentamos que políticas elaboradas en base a evidencias científicas tienen una mayor capacidad de conseguir impacto social. Esta manera de enfocar la elaboración de políticas en educación responde a la demanda ciudadana de conseguir políticas educativas no sólo más estables sino también más científicas y que garanticen una mayor igualdad de resultados educativos.

El presente trabajo pretende analizar la actual inserción del orientador educativo en la educación brasileña contemporánea, señalando su relación con la construcción de una gestión democrática y la mejora de la calidad de la educación pública en Brasil. Nuestro objetivo es demostrar, mediante la lectura y crítica de la legislación y la bibliografía pertinente que la acción del orientador educativo puede (y cada día se vuelve más claro eso) ayudar a los alumnos a ejercer críticamente su ciudadanía ; The present work intends to analyze the current educational advisor's insertionin the Brazilian contemporary education, noting its relation with the construction of democratic management and improves the quality of public schools in Brazil. We intend to demonstrate, through reading and criticism of the legislation and relevantliterature that the action of the educational advisor can (and every day it becomes more obvious that) to help students exercise in a critical way their citizenship.

__Abstract__ In recent years a considerable number of studies have been undertaken concerning the impact of interest groups' influence in the European and North American policy-making process.

In the structure of Brazilian Government, regarding both the executive as well as the executive powers, the increase in ways in which society can participate in decisions of public interest, stands out. Among the shared or participatory managerial policies implemented in Brazil, the following are noteworthy: the participatory budget, managerial councils, committees dealing with watersheds, thematic conferences, plebiscites, public meetings and referenda. However, if compared to the size of Brazil's territory and population, the experiences of participatory management are rare and have developed mainly in the southern and southeastern regions of the country. In most Brazilian municipalities, politics by patronage, authoritarian and populist, is the rule, linked to changes in the parties and to the electoral mandate (four years).

Las perspectivas teóricas del posmodernismo y el poscolonialismo son muy críticas con las acciones de proyección lingüística y cultural llevadas a cabo por emblemáticas instituciones como l'Alliance Française, el Goethe Institut, el British Council y el Instituto Cervantes. No obstante, estas instituciones no solo realizan una labor académicamente excelente, sino que desarrollan una acción encomiable e insustituible en la construcción de sociedades multiculturales y plurilingües reclamadas por la actual era de la globalización. La acción educativa de España en el exterior constituye uno de los elementos más sólidos del precario consenso existente en la sociedad española en política educativa. Dicha política está articulada por un desarrollo normativo coherente y continuado conformado por aportaciones de los dos partidos políticos mayoritarios de nuestro país. La acción educativa de España en el exterior está vertebrada por un conjunto de centros de tipología diversa que poseen la característica común de desarrollar una educación de gran excelencia. Las enseñanzas que vertebran la docencia en el exterior tienen la virtud de difundir la excelencia del patrimonio cultural y lingüístico español. El personal docente español que realiza su labor en el exterior revela unos conocimientos, unas aptitudes y una motivación y disponibilidad que no están presentes en igual medida en la media de los docentes de nuestro país que no participan en estos programas. Se puede concluir que, si las pruebas PISA se hubieran elaborado a partir de nuestros alumnos del exterior, la posición de España en el ranking de países de PISA habría sido muy diferente. La excelencia de la tarea y de los resultados de la acción educativa en el exterior requiere una difusión y una presencia en el debate educativo de la sociedad española muy superiores a los que posee en el presente ; The theoretical approaches of postmodernism and postcolonialism are indeed very critical with the actions of linguistic and cultural projection undertaken by emblematic institutions such as l'Alliance Française, the Goethe Institut, the British Council and the Instituto Cervantes. In spite of these criticisms, it can be stated that those institutions, not only develop an academically excellent task, but also indeed develop an extremely laudable and irreplaceable action in respect of the construction of the global multicultural and plurilingual societies. Spanish foreign educational policy stands as one of the most solid and stable elements of the precaurious consensus of the Spanish society in educational policy. Such policy is articulated by a coherent and stable legislative frame which has been constructed by the two main Spanish political parties. Spanish foreign educational policy is vertebrated by a collection of institutions of diverse kind which hold the common feature of developing an excellent education. The contents of the teachings in those institutions disseminate the excellence of the Spanish cultural and linguistic heritage. The Spanish teachers that teach abroad hold certain knowledge, aptitudes and motivation and readiness which are not equally present in the Spanish teaching forece that does not participate in those programmes. It can be stated that, if PISA assessements had been undertaken on the basis of our pupils abroad, the ranking of Spain in PISA would have been very different. The excellence of the task and performance of the Spanish teaching abroad requires a diffusion and a presence in the educational debate of Spanish society far much higher than the one it has in the present.

MERCOSUR emerged in the 1990s as part of the economic strategy of the countries of southern Latin America. Its objectives have ranged from agendas marked by the region's integration movements and neoliberalization processes. Education is part of its agenda as a regional integration that has been at the service of its objectives through the MERCOSUR Education Sector (SEM). The EMS Action Plans since 1998 have set the educational political agenda of the countries of the region. In this scenario, Brazil has enjoyed a relevant prominence in the region due to the emergence of its economy and its population extension. However, the transfer of MERCOSUR policies to Brazil has been marked by the recontextualization of these policies in a particular scenario defined by their social, cultural, structural, economic and political context. The overall objective of this study is to analyze the SEM Action Plans and their recontextualization in Brazilian education policies. The study has based on qualitative analysis of the SEM Action Plans by identifying which policies have been most relevant in the region and how they have traveled to the Brazilian context. This highlighted some important points in the region and in Brazil such as accreditation of degrees, student mobility and integration objectives through Higher Education. It has been concluded that accreditation in Brazil has not been a simple process due to the idiosyncrasies of education itself; mobility has grown among MERCOSUR countries, but most have continued the line of student exchange with northern hemisphere countries; and regional integration has been driven by Brazil with special emphasis through the creation of a regional integration university. ; El MERCOSUR surge en la década de los 90 como parte de la estrategia económica de los países del sur de América Latina. Sus objetivos han oscilado entre agendas marcadas por los movimientos de integración de la región y los procesos de neoliberalización. La Educación forma parte de su agenda como un fator de integración regional que ha estado al servicio de sus objetivos mediante el Sector de Educación del MERCOSUR (SEM). Los Planes de Acción del SEM desde 1998 han marcado la agenda política educativa de los países de la región. En este escenario, Brasil ha gozado de un protagonismo relevante en la región debido a la emergencia de su economía y su extensión poblacional. No obstante,la transferencia de políticas del MERCOSUR a Brasil ha estado marcada por la recontextualización de estas políticas en un escenario particular definido por su contexto social, cultural, estructural, económico y político. El objetivo general de este estudio es analizar los Planes Acción del SEM y su recontextualización en las políticas educativas brasileñas. El estudio ha partido del análisis cualitativo de los Planes de Acción del SEM identificando que políticas han tenido una mayor relevancia en la región y como han viajado al contexto brasileño. Lo que destacará algunos puntos importantes en la región y en Brasil como son la acreditación de títulos, la movilidad estudiantil y los objetivos de integración mediante la educación.Se ha concluido que la acreditación en Brasil no ha sido un proceso sencillo debido a la propia idiosincrasia de la Educación Superior; la movilidad ha crecido entre los países del MERCOSUR, pero la mayoría ha continuado la línea del intercambio de estudiantes con países del hemisferio norte; y la integración regional ha sido impulsada por Brasil con especial énfasis mediante la creación de una universidad de integración regional.

This study shows how in Mexico the
implementation of educational reforms,
linked to a policy of State as a matter of
international cooperation, is incipient. Even
more, it is clearly stated that still there is no
awareness in the groups of power at
universities regarding their importance, in
order to advance in internationalization
processes of Higher Education. Therefore,
the strategic and fundamental role it has to
play for the institutional development is
paramount, nevertheless that the National
Association of Universities and Higher
Educational Institutions, have pointed out
its importance since the year 2000.

The history of psychology is a field of research, debate, teaching, and professional training which has been circulating in Brazil and in other countries from several academic and cultural manifestations. This study describes and analyses Brazilian articles on the history of psychology published between 1996 and 2019. A total of 112 texts were categorized into three major groups, as follows: profile of authors, characteristics of the paper, and study aspects. Our results suggest a preponderance of female lead author. Regardless of gender, there is a prevalence of PhDs as the first author, with a predominant institutional affiliation from the Southeast of the country. These texts deal mainly with some themes, such as education, history of psychological knowledge, and politics. Finally, our results suggest that there is no homogeneity in the term "history of psychology", which is connected to both historiographic works and studies that make "historical" or "introduction/conceptualization" of themes, as well as the occurrence of titles, abstracts and keywords that are not very precise. ; A história da psicologia é considerada um campo de pesquisas, discussões, ensino e formação profissional, que tem se propagado e circulado, no Brasil e em outros países, a partir de várias manifestações culturais acadêmicas. Este artigo descreve e analisa produções brasileiras em história da psicologia, segundo uma análise bibliométrica de artigos publicados de 1996 a 2019. Obtivemos 112 textos em que os dados foram categorizados em três grandes grupos: perfil dos autores; características da produção; e aspectos dos estudos. Os resultados indicam preponderância de autor principal feminino e, independentemente do gênero, há prevalência de doutores como primeiro autor, com predominante filiação institucional do Sudeste. As produções versam, principalmente, sobre temas como educação, história dos saberes psicológicos e política. Por fim, os resultados sugerem um uso pouco uniforme do termo "história da psicologia", que vem ligado ...

The educational unequality became greater during Chile's militar dictatorship. Although seventeen years have passed after the return to democracy, the situation hasn't improved. This situation deserves being analyzed, which, in this piece of work is carried out from the "deontological" point of view, giving emphasis to three main aspects: conflict between Wel-farestate("Estado Docente") versusFreedom of Education("Libertad de Enseñanza")and educational unequality; the role of the sub-sidiary state, a fracture upon educational as public wealth, and finally the 1980 Constitution and the enforcing of a neoliberal policy upon Chilean education. ; La desigualdad educativa se profundizó durante la dictadura militar en Chile. Después de 17 años del retorno a la democracia, la situación no ha remontado. Ello merece un análisis que, en este trabajo, es realizado desde la óptica deontológica, enfatizando tres aspectos: de la incidencia del conflicto entre Estado Docente y Libertad de Enseñanza y la desigualdad educativa en Chile; el rol del Estado subsidiario, una fractura en la educación como bien público y, finalmente, la Constitución de 1980 y la aplicación de la política neoliberal a la educación chilena.