Suchergebnisse

Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.

In a world of permanent change, traditional language teaching methods do not solve the communicative needs in foreign languages ​​that favor knowledge and adaptation to changing educational contexts. The CLIL method is widely used to develop skills both in the learning language and in other areas of knowledge, it allows for the strengthening of teaching capacities to assume the teaching of contents of the different subjects in a foreign language. The objective of this bibliographic review is to collect significant and existing information on the CLIL method and contribution of this method in the educational field. The documentary descriptive approach of recent research related to the subject of study is used, based on the theoretical foundations of bilingual education. The literature review shows that by teaching the foreign language as a vehicle to instruct content from other subjects, students understand the need to learn the language to seize the knowledge of the subject and allows teachers to explore their own teaching context, reflect and identify factors that can improve their teaching practice, especially in the inclusion of writing activities in English.

The current situation in the field of education demands teachers who are capable of functioning in new learning scenarios where the possibilities offered by ICT for information acquisition and communication processes are enormous. In this sense, it is necessary to have postgraduate programs that contribute to the development of digital skills in teachers. The main purpose of this work is to propose the curricular design for a Master's program in Education, Mention in Management of Learning Mediated by ICT, offered by Universidad Nacional de Chimborazo in Ecuador. For this, a qualitative research was undertaken in order to characterize and determine the most important features of each module of the curriculum. A documentary research design was applied through the PICOC method (Population, Intervention, Comparison, Outcome, Context). The result of this work was a curricular mesh that consists of 12 study modules wherein aspects such as: digital literacy for the new society were addressed; didactics in new digital environments; the design and development of content and digital resources for learning; new ways of learning and innovating in education; as well as research in educational technology.

En el presente artículo de reflexión, el autor, a partir de sus vivencias personales y su amplia experiencia investigativa, analiza y emite criterios, sobre los conceptos de cultura e identidad, desde la perspectiva del pensamiento andino, ilustrando sobre las diferencias, respecto a la concepción que se manifiesta en el mundo occidental y enfatizando en la necesidad de entender y conocer la profundidad de los conocimientos científicos a nivel de sabiduría, a los cuales llegó la Cultura Andina y en persistir en el discurso de la modernidad y el desarrollo como alternativa viable, para que los pueblos andinos recuperen su identidad y cultura.

Este artigo apresenta uma revisão bibliográfica de estudos/trabalhos/experiências de pesquisadores das ciências humanas com o objetivo de (re)visitar a produção de conhecimento e prática profissional perpassando temas de interesse arqueológico (como estratigrafia; espaço e exercício de poder; [i]materialidade dos lugares e objetos; histórias das populações humanas, das dinâmicas socioculturais, dos territórios; pessoas/indivíduos produtores, artesãs[ãos], técnico-corporais), direcionada pelas questões dos modelos teórico-metodológicos/interpretativos, e tangenciando uma história da América Latina. A metodologia está relacionada a etnografías/relatos/falas sobre a posição do corpo do arqueólogo, e outros pesquisadores em relação ao seu campo, permeado(s) pelo paradigma da teoria da ciência/conhecimento, e a partir de experiências individuais associadas a um contexto historiográfico, e à formação das pessoas/profissionais em distintos horizontes brasileiros. Ao final do texto, espera-se uma contribuição a uma historiografia da prática arqueológica brasileira, por questões políticas/empíricas. Chama-se atenção para os meandros de sua potência atual para novas reflexões científicas (ou não) e para os novos arqueólogos.