Suchergebnisse

The article seeks to analyze the regulation of the organization of education systems in the Mercosur countries (Argentina, Brazil, Paraguay, Uruguay and Venezuela) and their relationship with the right to education. Based on the methodology of the comparative study, a bibliographic and documentary research with a qualitative approach was carried out. The documentary source was constituted in the current Constitutions of the countries that make up the mentioned block and the educational Legislation (Law of Guidelines and Bases and / or equivalent legislation). The results indicate that Brazil has a broader constitutional framework regarding the educational organization. Argentina, Paraguay, Uruguay and Venezuela demand infra-constitutional legislation to regulate the structuring of education. However, even with the strongest legal protection in its Magna Carta, Brazil lacks a legal framework that regulates its National Education System, unlike the other Mercosur countries, which instituted this structuring in their respective educational legislations. ; El artículo busca analizar la normatización de la organización de los sistemas de enseñanza en los países del Mercosur (Argentina, Brasil, Paraguay, Uruguay y Venezuela) y su relación con el derecho a la educación. A partir de la metodología del estudio comparado se realizó una investigación bibliográfica y documental con enfoque cualitativo. La fuente documental se constituyó en las Constituciones vigentes de los países que componen el referido bloque y la Legislación educativa (Ley de Directrices y Bases y / o legislación equivalente). Los resultados mensurados apuntan que Brasil dispone de un marco constitucional más amplio sobre la organización educativa. Argentina, Paraguay, Uruguay y Venezuela demandan de la legislación infraconstitucional para reglamentar la estructuración de la educación. Sin embargo, incluso con la protección jurídica más sólida en su Carta Magna, Brasil carece de un marco legal que normatice su Sistema Nacional de Educación, a diferencia de los demás países del Mercosur, que instituyeron esa estructuración en sus respectivas legislaciones educativas. ; O artigo busca analisar a normatização da organização dos sistemas de ensino nos países do Mercosul (Argentina, Brasil, Paraguai, Uruguai e Venezuela) e sua relação com o direito à educação. A partir da metodologia do estudo comparado foi realizada uma pesquisa bibliográfica e documental com enfoque qualitativo. A fonte documental se constituiu nas Constituições vigentes dos países que compõem o referido bloco e a Legislação educacional (Lei de Diretrizes e Bases e/ou legislação equivalente). Os resultados mensurados apontam que o Brasil dispõe de um arcabouço constitucional mais amplo sobre a organização educacional. Argentina, Paraguai, Uruguai e Venezuela demandam a legislação infraconstitucional para regulamentar a estruturação da Educação. Porém, mesmo com a proteção jurídica mais sólida na sua Carta Magna, o Brasil carece de um marco legal que normatize seu Sistema Nacional de Educação, diferentemente dos demais países do Mercosul, que instituíram essa estruturação em suas respectivas legislações educacionais.

Desde el 2006, como producto del intenso proceso de movilización experimentado en el 2001, surge un espacio de organización sindical, el Encuentro Colectivo Docente de la provincia de Buenos Aires (ECD). Varias de sus características nos han empujado a estudiarlo. Proceso a través del cual, hemos ido focalizando en diversos aspectos que lo configuran. En tal sentido analizamos cómo la organización y participación política del ECD se constituye en procesos de formación política hacia dentro del propio espacio, con otros docentes y fundamentalmente con las familias con las que conforman la Escuela Pública. En la investigación, hemos focalizado en ciertos momentos de ese recorrido, en tanto mojones que nos permitieron ver los hilos que han ido hilvanando, la historia particular con procesos más generales en los que se imbrican colectivos de trabajadores. Uno de ellos fue la experiencia que se desplegó a partir de la huelga con que se inicia el ciclo lectivo del 2014. En ese recorrido se desarrollaron modos de participación, que se han ido constituyendo en significativos procesos de formación para estos trabajadores de la Educación en particular y, en ese mismo proceso, puede serlo para el conjunto de los trabajadores de la educación, aunque ello no resulte tan evidente. ; Since 2006, partly as a result of the intense mobilization process experienced in 2001, a space for union organization emerges, the Encuentro Colectivo Docente from the province of Buenos Aires. Several features of this movement drove us to study it. Process through which, we have been focusing on various aspects that make it up. We were encouraged to deepen this knowledge, the particularity of creating a union organization, as well as the recognition of their own political limits. In this sense, we analyze how the organization and participation of the ECD policy, are constituted by processes of political formation within the space itself, extended to other teachers and fundamentally to the families to whom they make up the Public School. In the research, we have focused on certain moments of that journey, as landmarks that allowed us to see the threads that have been weaving particular history with general processes, in which much larger collectives articulate. One of them was the experience that arose from the strike during the start of school terms in 2014. Several nodes of participation have developed, constituted themselves in significant processes of training for these Education workers - and in the same process joined all education workers, although this is not so obvious.

The article identifies and establishes the main problems in the implementation of the digital transformation of public administration in education, science and innovation, in particular, focuses on the lack of conceptual characterization. The study is due to the lack of foundation of the theoretical and methodological approaches to the digital transformation of public administration. The article shows that the digital transformation of public administration is a requirement of the current times, since the new society is in the process of computerization and dissemination of innovation in different areas. In fact, the need to add public administration in the digital transformation by socio-cultural means as the basis of innovative society in education and science has been corroborated. In the course of our research, we used the method of integration of the synthesis of the structure of the image and the analysis of content, research and descriptive method, the characterization of educational activities in the framework of digital transformation. By way of conclusion, the results of the study confirm that digital transformation is a requirement of the current times and that it is also an unpostponable process.

La determinación de las competencias profesionales marcadas por el Proyecto Tuning señala el desarrollo de las diferentes titulaciones. Sin embargo, en la especificación de éstas, el alumno ha tenido una escasa participación. Con el presente estudio, realizado con una ayuda de la VI Convocatoria de Proyectos de Innovación de la Universidad de Córdoba, se pretende determinar la importancia que los futuros maestros conceden a las competencias establecidas en el referido Proyecto para su titulación. El cuestionario, construido ad hoc para la recogida de datos, fue aplicado a una muestra de estudiantes matriculados en primer curso de Magisterio - especialidad Educación Primaria - de la Facultad de Ciencias de la Educación de la Universidad de Córdoba, durante su asistencia a una asignatura troncal. Los datos recabados fueron sometidos a tratamiento estadístico mediante el paquete SPSS.

Guided by the results of the experimental work, the authors came to the conclusion that the use of the electronic educational and methodical complex in mathematics on the basis of modular qualification training technology is essential. The current stage in the development of educational systems is characterized by the emergence and practical introduction of inclusive education for children with disabilities in general education organizations. Inclusion in the educational process of children with disabilities is dictated not only by modern normative documents, but also by the social need for inclusive education. One of the conditions for the preparation of children with disabilities in the educational environment is the quality and special training of teachers who must possess certain knowledge and skills to work with children with disabilities. Therefore, this study aimed to address the problem of training teachers in additional vocational education to work with children with disabilities. We conducted a training experiment, in which the professors of the university participated. The purpose of the pilot work was to improve the quality of teacher training in additional professional education to create an inclusive educational environment in the university. The legislative concepts of the Russian Federation are justified. One of the priority directions for the education of children with mental retardation (intellectual disabilities) along with general education is to give them a real opportunity to obtain a profession. The requirements for the results of the development of the complementary education program for children reflect the set of individual, public and state needs. The article gives an example of the developed program of additional professional education for the teaching staff and gives an example of the subject matter of the taught modules. Applying the teacher's professional skills training technology in additional education, additional education courses have been developed for the teaching staff of the university. An example is given of the opening of a resource center at the K. Minin University, which allows solving the main tasks of vocational training for children with disabilities.

This text starts from the following theoretical assumption: the colleges of education, in their pedagogical foundation, require to reconstruct and to reflect about their social commitments. Nevertheless and as a consequence of the more and more thought provoking and colonizing dynamics of the consumeristic thought, this issue has been recently become a peripheral matter. Due to the above, in this text, the issue of social commitment, as a founding matter, is demanded, and it is key to the pedagogical configuration of the colleges of education.

El liderazgo educativo ha llegado a ser un factor clave en la mejora de la calidad educativa. El objetivo del estudio fue adaptar la escala de liderazgo pedagógico VAL-ED (Vanderbilt Assessment of Leadership in Education) a población española (adaptación cross-cultural y validación) y obtener sus características psicométricas mediante análisis de Rasch. Los resultados obtenidos confirman que la unidimensionalidad de cada una de las seis subescalas que la componen ha sido demostrada, garantizando su utilidad para diagnosticar el liderazgo educativo, decidir vías de mejora y llevar a cabo mediciones de la eficacia de las medidas implementadas. La conclusión es que la adaptación del cuestionario VAL-ED a población española es una herramienta válida y fiable para la medición del liderazgo educativo.

The reflection article focuses on the revision of international documents, forums, declarations and treaties published by UNESCO and other international organizations. It is a theoretical protocol that supports the work of doctoral research in its first phase, referred to "Conceptions and approaches to education in higher education settings". The analysis is based on three key aspects: review of the documents that address the issue of education and its policies, understanding of the utopias of education and projection of some ideas on the proposal to rethink education from the visions of International organizations. ; El artículo se enfoca en la revisión de los documentos, foros, declaraciones y tratados internacionales publicados por la UNESCO y otras organizaciones internacionales. Es un protocolo teórico que sustenta el trabajo de investigación doctoral en su primera fase, referido a "Concepciones y enfoques de la educación en ámbitos de educación superior". El análisis se hace a partir de tres aspectos claves: revisión de los documentos que abordan el tema de la educación y sus políticas, comprensión de las utopías de la educación, y proyección de algunas ideas sobre la propuesta de replantear la educación desde las visiones de los organismos internacionales.