Suchergebnisse

RESUMEN: Este artículo pretende, en primer lugar, esbozar una interpretación original que dé claves para comprender la emergencia de la tradición curricular centenaria que ha defendido una enseñanza centrada en problemas sociales relevantes. Según se evidenciará, su nacimiento y desenvolvimiento no pueden entenderse al margen de la crisis del orden liberal decimonónico y de las luchas por una "democracia social", que, entre otras aspiraciones, albergaban la de un sistema escolar más igualitario e inclusivo. En ese contexto, el currículum centrado en problemas surgirá como una alternativa global e integrada al academicismo disciplinar dominante en las aulas, en aras de la redefinición de la "educación general" de todos y todas en una democracia. En relación con ello, en estas páginas se intentará calibrar adecuadamente el sentido y alcance de esta alternativa dentro del campo de fuerzas en conflicto que ha sido, y sigue siendo, el currículum. En segundo lugar, se pasará revista a las reacciones y los obstáculos de distinto tipo (institucionales, gremiales, macro y micro-políticos) interpuestos en su camino. Finalmente, se lanzarán algunas reflexiones sobre su presente y futuro. ; ABSTRACT: This article aims, firstly, to outline an original interpretation that helps us to understand the emergence of the centenarian school tradition that has defended a problem-centered curriculum. As we will show, its birth and development cannot be understood apart from the crisis of the nineteenth-century liberal order and the struggles for a "social democracy", which, among other aspirations, included that of a more egalitarian and inclusive school system. In this context, the problem-centered curriculum will emerge as a comprehensive and integrated alternative to the dominant disciplinary academicism, for the sake of redefining "general education for all" in a democracy. In relation to the above, these pages will attempt to properly appreciate the meaning and scope of this alternative within the field of conflicting forces that is the curriculum. Secondly, a review will be made of the reactions and obstacles of different types (institutional, professional, macro and micro-political) that have been placed in its way. Finally, some reflections on its present and future will be offered.

Este artículo pretende, en primer lugar, esbozar una interpretación original que dé claves para comprender la emergencia de la tradición curricular centenaria que ha defendido una enseñanza centrada en problemas sociales relevantes. Según se evidenciará, su nacimiento y desenvolvimiento no pueden entenderse al margen de la crisis del orden liberal decimonónico y de las luchas por una "democracia social", que, entre otras aspiraciones, albergaban la de un sistema escolar más igualitario e inclusivo. En ese contexto, el currículum centrado en problemas surgirá como una alternativa global e integrada al academicismo disciplinar dominante en las aulas, en aras de la redefinición de la "educación general" de todos y todas en una democracia. En relación con ello, en estas páginas se intentará calibrar adecuadamente el sentido y alcance de esta alternativa dentro del campo de fuerzas en conflicto que ha sido, y sigue siendo, el currículum. En segundo lugar, se pasará revista a las reacciones y los obstáculos de distinto tipo (institucionales, gremiales, macro y micro-políticos) interpuestos en su camino. Finalmente, se lanzarán algunas reflexiones sobre su presente y futuro. ; This article aims, firstly, to outline an original interpretation that helps us to understand the emergence of the centenarian school tradition that has defended a problem-centered curriculum. As we will show, its birth and development cannot be understood apart from the crisis of the nineteenth-century liberal order and the struggles for a "social democracy", which, among other aspirations, included that of a more egalitarian and inclusive school system. In this context, the problem-centered curriculum will emerge as a comprehensive and integrated alternative to the dominant disciplinary academicism, for the sake of redefining "general education for all" in a democracy. In relation to the above, these pages will attempt to properly appreciate the meaning and scope of this alternative within the field of conflicting forces that is the curriculum. Secondly, a review will be made of the reactions and obstacles of different types (institutional, professional, macro and micro-political) that have been placed in its way. Finally, some reflections on its present and future will be offered. ; peerReviewed

This article aims, firstly, to outline an original interpretation that helps us to understand the emergence of the centenarian school tradition that has defended a problem-centered curriculum. As we will show, its birth and development cannot be understood apart from the crisis of the nineteenth-century liberal order and the struggles for a "social democracy", which, among other aspirations, included that of a more egalitarian and inclusive school system. In this context, the problem-centered curriculum will emerge as a comprehensive and integrated alternative to the dominant disciplinary academicism, for the sake of redefining "general education for all" in a democracy. In relation to the above, these pages will attempt to properly appreciate the meaning and scope of this alternative within the field of conflicting forces that is the curriculum. Secondly, a review will be made of the reactions and obstacles of different types (institutional, professional, macro and micro-political) that have been placed in its way. Finally, some reflections on its present and future will be offered. ; Este artículo pretende, en primer lugar, esbozar una interpretación original que dé claves para comprender la emergencia de la tradición curricular centenaria que ha defendido una enseñanza centrada en problemas sociales relevantes. Según se evidenciará, su nacimiento y desenvolvimiento no pueden entenderse al margen de la crisis del orden liberal decimonónico y de las luchas por una "democracia social", que, entre otras aspiraciones, albergaban la de un sistema escolar más igualitario e inclusivo. En ese contexto, el currículum centrado en problemas surgirá como una alternativa global e integrada al academicismo disciplinar dominante en las aulas, en aras de la redefinición de la "educación general" de todos y todas en una democracia. En relación con ello, en estas páginas se intentará calibrar adecuadamente el sentido y alcance de esta alternativa dentro del campo de fuerzas en conflicto que ha sido, y sigue siendo, el ...

Resumen: Las escaramuzas dialécticas provocadas por el flamante discurso de las "competencias" no han contribuido a sacar el debate sobre el conocimiento escolar de su atonía actual. Entre otras razones, por su insuficiente perspectiva, por sus notorias omisiones y por reducir los términos de este debate a un dualismo superficial y desmemoriado. Urge, por ello, seguir repensando y problematizando el curriculum. A tal fin, lo que este artículo plantea es ampliar la mirada con otros niveles de análisis que permitan hacer aflorar y "desfamiliarizar" las presuposiciones tácitas acerca de la naturaleza y la dinámica del curriculum que acostumbran a darse por sentadas. En este sentido, se argumentará en favor de la necesidad imperiosa de otro género de aproximación "ontológica", diferente de la convencional pero cautelosa asimismo con algunas derivas postconvencionales. Palabras clave: curriculum como construcción sociohistórica; discursos de la voz; experiencia y conocimiento académico; educación democrática. ; Abstract: The dialectical skirmishes provoked by the new discourse of "competencies" have not contributed to rescue the debate on school knowledge from their current lethargy. Among other reasons, due to their insufficient perspective, their obvious omissions, and to reduce the terms of this debate to a superficial and forgetful dualism. Therefore, it is urgent to follow rethinking and problematizing the curriculum. To that end, this paper advocates to expand our perspective with other levels of analysis that allow us to bring to light and defamiliarize the tacit assumptions about the nature and dynamics of the curriculum that tend to be taken for granted. In this sense, it will argue in favor of the imperative need for another kind of "ontological" approach, different from the conventional but also cautious with some postconventional drifts

RESUMEN: Los organismos internacionales que en la actualidad marcan la agenda de las políticas educativas han incorporado a su decálogo la deseabilidad de una educación intercultural. Al menos por corrección política, la vigente legislación española (LOMCE) también se hace eco de ese discurso. Pero de una manera muy timorata, al tiempo que instituye un régimen de rendición de cuentas basado en estándares y evaluaciones externas censales. Nos preguntamos si semejante "régimen" tiene, en realidad, efectos incentivadores o desincentivadores para la educación de una ciudadanía intercultural. Puesto que no está todavía en pleno funcionamiento en España, este artículo buscará evidencias a través de una investigación histórica original de dos proyectos curriculares británicos, truncados por la implantación en Inglaterra de un ordenamiento institucional similar tras la aprobación de la Education Reform Act en 1988. ; ABSTRACT: The international organizations that set the agenda for educational policies have incorporated among their principles the desirability of intercultural education. The current Spanish legislation (LOMCE) has accordingly done so, at least as a mere formality. At the same time, however, it has instituted an accountability regime based on standards and external standardized assessments. We wonder if such a "regime" actually encourages or deters intercultural citizenship education. Since this law is not yet fully operational in Spain, this article seeks evidence through an original historical analysis of two British curriculum projects, interrupted by the implementation of a similar institutional arrangement in England after the approval of the Education Reform Act in 1988.

Considering the attention that global citizenship education has recently received, it is not much of a surprise that teacher education programs and courses along the world are including stated goals related to the preparation of teachers to educate their students for global and participatory citizenship. This is also the case of the Faculty of Education at the University of Cantabria (Spain). This study explores how a group of teacher educators from this university conceptualize citizenship education, if they include global perspectives in their notions and how they educate for democracy in an increasingly globalized world. Although teacher education can contribute to challenge pre-service teachers' perceptions of the nation state as the only locus for democracy and citizenry, the inclusion of global perspectives done by these teacher educators has been very limited. Also, the participants that were more globally concerned were those who had a stronger sense of social justice.

Abstract: Considering the attention that global citizenship education has recently received, it is not much of a surprise that teacher education programs and courses around the world are including stated goals related to the preparation of teachers to educate their students for global and participatory citizenship. This is also the case of the Faculty of Education at the University of Cantabria (Spain). This study explores how a group of teacher educators from this university conceptualize citizenship education, if they include global perspectives in their notions, and how they educate for democracy in an increasingly globalized world. Although teacher education can contribute to challenge pre-service teachers' perceptions of the nation state as the only locus for democracy and citizenship, the inclusion of global perspectives done by these teacher educators has been very limited. Also, the participants that were more globally concerned were those who had a stronger sense of social justice.

Al hilo de las reflexiones de B. M. Franklin y C. C. Johnson sobre la evolución del currículum estadounidense en el último medio siglo, esbozamos aquí algunas consecuencias de las nuevas corrientes de pensamiento en la política curricular y en la formación del profesorado. Mientras que antaño se exigía a la escuela la formación de personas que fuesen competentes tanto en su faceta productiva como cívica, otorgándose una gran relevancia a los problemas relacionados con la selección y la organización del contenido en el contexto más amplio de cosmovisiones en conflicto, la aplicación a la escuela de un criterio mercantil de éxito, con la reducción del ciudadano a mero consumidor, habría privado de sentido a estas clásicas tareas. Ya que, una vez definidos por la administración los nuevos estándares educativos, la labor de los docentes se reduciría a la elección de la estrategia de enseñanza que garantizase una mayor eficiencia –mensurable, a fin de rendir cuentas– en su consecución. Lo cual, según algunos, habría significado ya el fin del currículum. ; To the thread of Franklin's and Johnson's reflections on the evolution of the American curriculum in the last half century, we sketch some consequences of the new thought currents here in the curricular politics and in the faculty's formation. While in the past it was demanded to the school so much the formation of people that was competent in their productive facet as civic, being granted a great relevance to the problems related with the selection and the organization of the content in the widest context in cosmo-views in conflict, the application to the school of a mercantile approach of success, with the reduction of the citizen to mere consumer, it would have deprived from sense to these classic tasks. Since, once defined by the administration the new educational standards, the work of the educational ones would decrease to the election of the teaching strategy that guarantees a bigger efficiency - measurable, in order to surrender bills - in its attainment. That which, according to some, it would already have meant the end of the curriculum. ; Grupo de Investigación FORCE Universidad de Granada

En este artículo se analizan la complejidad del proceso de construcción de los Centros de Profesores y el papel desempeñado por una diversidad de instancias y personas que, desde distintos puntos de vista, defendieron su articulación dentro del más amplio campo de la formación permanente del profesorado español entre 1983 y 1990. Habiendo tomado como punto de partida de nuestras reflexiones el último libro de Julia Varela –Las reformas educativas a debate (1982-2006)– defendemos tanto su interés como la asimetría existente entre la relevancia política de esta obra y su debilidad historiográfica. ; In this article we analyze the process of construction of the Teachers' Centers in Spain and the role played by a diversity of agents who, from different points of view, defended its setting-up inside the wider field of the in-service teacher training between 1983 and 1990. The starting point of our reflections has been the last book published by Julia Varela: The educational reforms to debate (1982-2006). The undoubted interest of this book does not conceal the asymmetry that exists, in our opinion, between its political relevancy and its historiographic weakness. ; Grupo de Investigación FORCE (Formación Centrada en la Escuela) Universidad de Granada

In this article we analyze the process of construction of the Teachers' Centers in Spain and the role played by a diversity of agents who, from different points of view, defended its setting-up inside the wider field of the in-service teacher training between 1983 and 1990. The starting point of our reflections has been the last book published by Julia Varela: The educational reforms to debate (1982-2006). The undoubted interest of this book does not conceal the asymmetry that exists, in our opinion, between its political relevancy and its historiographic weakness.

LA FORMACIÓN DEL PROFESORADO A LA LUZ DE UNA "PROFESIONALIDAD DEMOCRÁTICA (Actas Encuentro Fedicaria, Santander julio 2006) ROMERO MORANTE, J. y LUIS GÓMEZ, A. (eds.) (2007). La formación del profesorado a la luz de una "profesionalidad democrática". Santander:Consejería de Educación de Cantabria, 216 pp. ISBN: 978-84-95302-44-6. Este libro puede descargarse libremente de la red en la siguiente dirección: LA FORMACIÓN DEL PROFESORADO A LA LUZ DE UNA "PROFESIONALIDAD DEMOCRÁTICA El origen de este libro son las ponencias presentadas en el XI Encuentro de la Federación Icaria (Fedicaria), celebrado en Santander los días 3 a 5 de julio de 2006 bajo el motivo central de la formación del profesorado. Aunque todas las contribuciones aquí reunidas son versiones revisadas de aquellos escritos, la dinámica de la discusión que presidió esas jornadas sigue reflejándose en la arquitectura interna de la publicación. El origen de este libro son las ponencias presentadas en el XI Encuentro de la Federación Icaria (Fedicaria), celebrado en Santander los días 3 a 5 de julio de 2006 bajo el motivo central de la formación del profesorado. Aunque todas las contribuciones aquí reunidas son versiones revisadas de aquellos escritos, la dinámica de la discusión que presidió esas jornadas sigue reflejándose en la arquitectura interna de la publicación. Así, el primer capítulo, firmado por Jesús Romero, Alberto Luis, José Mª Rozada y Francisco F. García, abre el debate abordando varios asuntos controvertidos: - ¿Sirve la formación del profesorado para mejorar la enseñanza? En este punto se sopesan sus posibilidades y sus límites, a partir de un análisis de las potencialidades constitutivas de esta práctica profesional. - ¿Por qué no se ha reformado «de una vez» la formación del profesorado? En este epígrafe se examinan las dificultades estructurales con las que han tropezado los intentos por remediar una situación que parece generar un descontento unánime. - ¿Sujetos agentes o pacientes de la anunciada «sociedad del conocimiento»? Las ...

To the thread of Franklin's and Johnson's reflections on the evolution of the American curriculum in the last half century, we sketch some consequences of the new thought currents here in the curricular politics and in the faculty's formation. While in the past it was demanded to the school so much the formation of people that was competent in their productive facet as civic, being granted a great relevance to the problems related with the selection and the organization of the content in the widest context in cosmo-views in conflict, the application to the school of a mercantile approach of success, with the reduction of the citizen to mere consumer, it would have deprived from sense to these classic tasks. Since, once defined by the administration the new educational standards, the work of the educational ones would decrease to the election of the teaching strategy that guarantees a bigger efficiency - measurable, in order to surrender bills - in its attainment. That which, according to some, it would already have meant the end of the curriculum

Although education for democratic citizenship has long been a powerful rationale for social studies education, researchers still report a significant gap between this purpose and what is really taught in classrooms. Explanations of this phenomenon vary, but literature on citizenship education (CE) research has largely interpreted this gap as a result of (preservice) teachers' political worldviews or lack of civic experiences. Other evidence, however, suggests that teacher socialization processes generate conventions about what is necessary, possible, and reasonable in CE that go beyond teachers' political views and behaviors. This mixed-method study, developed at a Spanish university, aims to explore the understandings of CE shared by preservice teachers with different political ideologies and levels of civic engagement. The findings of this study have deep implications for teacher education courses aimed at fostering CE and the curricular inclusion of current social issues. ; "This research was funded by the Vice-rectorate for Research and Knowledge Transfer of the University of Cantabria (No. 11.VU03.64662)".

This article aims to explore two assumptions that have underpinned most research on teachers' perceptions of citizenship education (CE). These are, firstly, that teachers' perceptions of CE are relatively coherent, conscious and classifiable into citizenship models and, secondly, that these perceptions are strongly connected to their political ideology and civic engagement. In this article, we present a study conducted at a Spanish public university to test these two assumptions. We designed a questionnaire to investigate the possible effect of tacit framing on preservice teachers' perceptions of CE -by observing whether the use of different wording led them to reason about CE in different, or even contradictory, ways- and the relationship between preservice teachers' disposition toward discussing current political issues and their political ideology and civic engagement. The findings illustrate the power of framing in shaping CE perceptions and show a non-significant relationship between preservice teachers' disposition toward including politica issues in the classroom and their political ideology/civic engagement. Although the items used in the questionnaire cannot fully account for the diversity of views of CE, political ideologies and civic engagement experiences, the results provide enough evidence to begin questioning the assumptions that have dominated the research on teachers' perceptions about CE. These results have important implications for social studies educators and scholars.