Suchergebnisse

This work analyzes the characteristics of the resistance to the processes of change through the following conditions: the school is the change unit, it's necessary people concerned with the change, those agents need autonomy and power, it's necessary an internal engine that moves the processes; the change depends more on the initiatives, the work of the teachers and headmaster that of the legislative reform; and the school is possible that it improves if is able to leam itself. In this revision it prevails what it happens about attitudes when such conditions do not take place. The attitudes have sense in their integration in the school cultures. ; Este trabajo analiza las características de las resistencias a los procesos de cambio a través de las siguientes condiciones: el centro educativo es la unidad de cambio, que para que éste ocurra son necesarias personas concernidas con el mismo, que esos agentes necesitan autonomía y poder, que es necesario un motor interno que dinamice los procesos; que el cambio depende más de las iniciativas, el trabajo de los profesores y de la dirección escolar que de la reforma legislativa; y que el centro educativo es posible que mejore si es capaz de aprender de sí mismo. En esta revisión prevalece qué ocurre con las actitudes de los profesores cuando no se producen tales condiciones y se establece que las actitudes hacia el cambio tienen sentido entendidas desde su integración en el seno de las culturas escolares.

The article establishes the need for a profound transformation in the school culture in order to provide a response to reality and current challenges. The transformation should occur from a democratic perspective of justice. The paper describes the new educational and social settings. It establishes parallelisms between vulnerability and risk of conflict, and between curricular justice and educational social inclusion. It denounces that an important cause of school failure is the cultural confrontation (school culture and culture experienced by the vulnerable students or those at risk of exclusion). It defends an inclusive and participative school culture. And it establishes, as the overriding hypothesis, a democratic school culture and a school and curriculum that are also democratic and participative.

First, the paper states some distinct political debates on the presence of religion in educational institutions and some relevant case law on this issue. In the second section, the paper deals with J. S. Mill's ideas on education, in order to provide a normative framework of liberal education. The following sections deal with the specific ways in which Italy, France and USA treat the education, religious or not, of religions in the curricula. The final section contrasts the religious education model, on the one hand, and the teaching of the «religious fact» model, on the other; as well as the philosophical and political assumptions of both alternatives. ; Tras exponer algunos debates políticos sobre la presencia de la religión en las instituciones educativas, así como la jurisprudencia al respecto, se repasan las ideas de J. S. Mill sobre la enseñanza, con la finalidad de ofrecer un marco normativo de la educación liberal. A continuación se presentan los casos concretos de Italia, Francia y Estados Unidos, referidos a la enseñanza, confesional o no, de la religión en los planes de estudio oficiales. En la última sección se contrapone el modelo de la enseñanza confesional al de la enseñanza del hecho religioso, y los presupuestos filosófico-políticos de ambas alternativas.

Tras exponer algunos debates políticos sobre la presencia de la religión en las instituciones educativas, así como la jurisprudencia al respecto, se repasan las ideas de J. S. Mill sobre la enseñanza, con la finalidad de ofrecer un marco normativo de la educación liberal. A continuación se presentan los casos concretos de Italia, Francia y Estados Unidos, referidos a la enseñanza, confesional o no, de la religión en los planes de estudio oficiales. En la última sección se contrapone el modelo de la enseñanza confesional al de la enseñanza del hecho religioso, y los presupuestos filosófico-políticos de ambas alternativas. ; First, the paper states some distinct political debates on the presence of religion in educational institutions and some relevant case law on this issue. In the second section, the paper deals with J. S. Mill's ideas on education, in order to provide a normative framework of liberal education. The following sections deal with the specific ways in which Italy, France and USA treat the education, religious or not, of religions in the curricula. The final section contrasts the religious education model, on the one hand, and the teaching of the «religious fact» model, on the other; as well as the philosophical and political assumptions of both alternatives. ; Este trabajo se enmarca en el proyecto del MICINN, «La religión en el espacio público democrático. Formas de laicidad» (FFI2009-07433).

In order to discuss the Institutional Educational Project and the formation of political subjectivity in the framework of the training processes, it is necessary to focus on three categories of analysis: from the pedagogical practices, which requires them to be contextualized and break the borders of professionalization, mere instruction, teaching without sense, homogenization and the mania of the evaluation. From the dialogue between the macro curriculum and the micro curriculum, where it is recommended the acceptance of the epistemological diversity and rhizomatic teaching and learning processes, where the pedagogical practices tend to respond to various problems, which invade school. ; Para hablar del Proyecto Educativo Institucional y la formación de la subjetividad política en el marco de los procesos formativos es necesario centrarse en tres categorías de análisis: desde las prácticas pedagógicas, donde se exige que estas sean contextualizadas y rompan las fronteras de la profesionalización, la mera instrucción, la enseñanza sin sentido, la homogenización y la manía de la evaluación; desde el diálogo entre el macro-currículo y el micro-currículo, donde se recomienda la aceptación de la diversidad epistemológica y procesos de enseñanza y aprendizaje rizomáticos, donde las práctica pedagógicas tienden a darle respuesta a diferentes problemáticas que invaden la escuela.

The article addresses how globalization has influenced Nicaraguan education, particularly the impact on the educational model and school cultures in the country. It starts from the fact that globalization is not only an economic and communicational phenomenon, but also encompasses strategic spheres of social life such as education. A critical view of the educational phenomenon is fostered from the transformations experienced by the globalization process begun in the 1990s. A review is made of the conditions of education in Nicaragua from the neoliberal period that meant a moment of structural reforms to education, accompanied by the idea that education is a burden on public spending and not a strategic factor of development. human. Finally, the new model of education managed by the Government of Reconciliation and National Unity is outlined, which gave way to an integrating vision that places the educational subject in a leading and demanding social role. The contribution of this article focuses on offering an alternative perspective on education in Nicaragua in which it is proposed to transform the educational model, which is committed to an education located in each sociocultural context. ; El artículo aborda como la globalización ha incidido en la educación nicaragüense, particularmente el impacto en el modelo educativo y las culturas escolares del país. Se parte del hecho de que la globalización es un fenómeno no solo económico y comunicacional, sino que abarca esferas estratégicas de la vida social como la educación. Se propicia una mirada crítica del fenómeno educativo a partir de las transformaciones experimentadas por el proceso globalizador iniciado en los años noventa. Se hace una reseña sobre las condiciones de la educación en Nicaragua a partir del período neoliberal que significó un momento de reformas estructurales a la educación, acompañada de la idea de que la educación es una carga para el gasto público y no un factor estratégico del desarrollo humano. Por último, se perfila el nuevo modelo de la educación gestionado por el Gobierno de Reconciliación y Unidad Nacional que dio paso a una visión integradora que ubica al sujeto educativo en un rol social protagonista y reivindicativo. El aporte de este artículo se centra en ofrecer una mirada alternativa sobre la educación en Nicaragua en la que se propone transformar el modelo educativo, que apueste por una educación situada en cada contexto sociocultural.

The present research examines social inequalities in French and Chilean education systems. Diverging from the abundant literature on this subject in the sociology of education and other disciplines, the goal of this research was to neither explain the inequalities nor compare their extent. Instead, we took a comprehensive approach based on the sociology of experience, to study the relation between the forms of inequality production in each education system and students' experience of it. This issue was investigated through a qualitative comparison of the two education systems, in which we examined on the one hand, the legislation, the empirical studies and the statistics of each national model and on the other hand, a field study with teachers and students. The latter consisted of 119 semi-directive interviews (79 students and 40 teachers) in four high schools in each country. The two systems approximate two ideal-types of inequality production: the social-economic mode in Chile and the educational-cultural mode in France. These modes of production shape both the content and the distribution of the schooling experience. In Chile, the students' experience reflects social-economic inequalities translated into feelings of macro-injustice; in France, experiences are formed by inequalities in the schooling process with a preeminence of feelings of micro-injustice. Finally, national schooling cultures act upon the relationship between the forms of inequality production and the experiences: In Chile, it attenuates the criticism of injustice toward school, while in France it is exacerbated. ; Cette recherche porte sur les inégalités sociales dans les systèmes éducatifs français et chilien. À la différence de l'abondante littérature sur ce sujet dans la sociologie de l'éducation et dans d'autres disciplines, ce travail ne vise ni à expliquer les inégalités ni à comparer leur ampleur. À partir d'une approche compréhensive basée sur la sociologie de l'expérience, nous étudions le lien entre les modes de production des ...

El artículo establece la necesidad de una profunda transformación de la cultura escolar para dar respuesta a la realidad y retos sociales actuales. Esta transformación, aboga que sea desde una perspectiva democrática y de justicia. Dibuja los nuevos escenarios escolares y sociales. Establece paralelismos entre vulnerabilidad y riesgo de conflicto, y entre justicia curricular e inclusión educativa y social. Denuncia como una importante causa del fracaso escolar la confrontación cultural (cultura escolar y cultura vivida por los estudiantes vulnerables o en riesgo de exclusión). Aboga por una cultura escolar inclusiva y de participación. Y establece como hipótesis superadora una cultura escolar democrática y una escuela y currículum también democráticos. ; The article establishes the need for a profound transformation in the school culture in order to provide a response to reality and current challenges. The transformation should occur from a democratic perspective of justice. The paper describes the new educational and social settings. It establishes parallelisms between vulnerability and risk of conflict, and between curricular justice and educational social inclusion. It denounces that an important cause of school failure is the cultural confrontation (school culture and culture experienced by the vulnerable students or those at risk of exclusion). It defends an inclusive and participative school culture. And it establishes, as the overriding hypothesis, a democratic school culture and a school and curriculum that are also democratic and participative. ; Grupo de Investigación FORCE (Formación Centrada en la Escuela). Universidad de Granada

This is a synthesis of research that deals with the processes of school exclusion. It focuses specifically on understanding absenteeism and dropping out of school. It approaches this topic by exactly defining the terms absenteeism and school drop out, and describing their characteristics and causes. It establishes some key questions for understanding the role of the schools in this matter: organization, functioning, climate, structures, dynamics, politics and procedures, curriculum, etc. Finally, it proposes a series of aspects that should be taken into account when a school tries to mitigate absenteeism and drop out.

Cette contribution propose d'interroger les rapports des institutions éducatives aux technologies digitales à partir d'une mise en perspective des politiques publiques et des innovations technologiques qui en ont jalonné l'histoire. Un perspective qui met en lumière la nécessité d'intégrer au coeur des prérogatives de l'Ecole la formation à de nouveaux modes d'écriture et de lecture ; de nouvelles modalités d'acquisition et de production des savoirs. C'est en esquissant les contours d'une nouvelle figure d'apprenant, celle du « Lettré digital », que nous voudrions réinterroger non pas tant la place du digital à l'école que celle d'un apprenant immergé dans un environnement et une culture de plus en plus façonnés par le digital. ; ^pThis article explores the relationship between educational establishments and digital technologies from the perspective of public policies and the technological innovations that have influenced them throughout their history. Our approach shows why learning new modes of reading and writing and new ways of acquiring and producing knowledge has to be a central prerogative of the education system. By sketching out a profile of the "digitally literate" learner, this article offers an appraisal not of the role of digital content in schools but of how learning takes place in an environment and a culture that are increasingly shaped by digitisation.

International audience ; This article explores the relationship between educational establishments and digital technologies from the perspective of public policies and the technological innovations that have influenced them throughout their history. Our approach shows why learning new modes of reading and writing and new ways of acquiring and producing knowledge has to be a central prerogative of the education system. By sketching out a profile of the "digitally literate" learner, this article offers an appraisal not of the role of digital content in schools but of how learning takes place in an environment and a culture that are increasingly shaped by digitisation. ; Cette contribution propose d'interroger les rapports des institutions éducatives aux technologies digitales à partir d'une mise en perspective des politiques publiques et des innovations technologiques qui en ont jalonné l'histoire. Un perspective qui met en lumière la nécessité d'intégrer au cœur des prérogatives de l'Ecole la formation à de nouveaux modes d'écriture et de lecture ; de nouvelles modalités d'acquisition et de production des savoirs. C'est en esquissant les contours d'une nouvelle figure d'apprenant, celle du « Lettré digital », que nous voudrions réinterroger non pas tant la place du digital à l'école que celle d'un apprenant immergé dans un environnement et une culture de plus en plus façonnés par le digital.

International audience ; This article explores the relationship between educational establishments and digital technologies from the perspective of public policies and the technological innovations that have influenced them throughout their history. Our approach shows why learning new modes of reading and writing and new ways of acquiring and producing knowledge has to be a central prerogative of the education system. By sketching out a profile of the "digitally literate" learner, this article offers an appraisal not of the role of digital content in schools but of how learning takes place in an environment and a culture that are increasingly shaped by digitisation. ; Cette contribution propose d'interroger les rapports des institutions éducatives aux technologies digitales à partir d'une mise en perspective des politiques publiques et des innovations technologiques qui en ont jalonné l'histoire. Un perspective qui met en lumière la nécessité d'intégrer au cœur des prérogatives de l'Ecole la formation à de nouveaux modes d'écriture et de lecture ; de nouvelles modalités d'acquisition et de production des savoirs. C'est en esquissant les contours d'une nouvelle figure d'apprenant, celle du « Lettré digital », que nous voudrions réinterroger non pas tant la place du digital à l'école que celle d'un apprenant immergé dans un environnement et une culture de plus en plus façonnés par le digital.

This article is a reflection about coexistence and school politics training. In particular, it is a parallel between citizenship competences' standards document and a previous official document which has been regulated since Ministerio de Educación the topic of living together, citizenship and values teaching. Also, the complexity of school interactions and the importance to understand the citizen training are tackled, as well as components that overpass the formal curriculum and the self school. ; Este artículo es una reflexión sobre la convivencia y la incidencia de la formación política escolar. En particular, se establece un paralelo entre el documento de los estándares en competencias ciudadanas y anteriores documentos oficiales que han reglamentado, desde el Ministerio de Educación Nacional, el tema de la convivencia, la ciudadanía y la enseñanza de los valores. Además se aborda la complejidad de las interacciones escolares y la pertinencia de entender la formación ciudadana como un componente que trascienda el currículo formal y la escuela misma.

En el presente estudio se hace una aproximación a la comprensión de las prácticas ciudadanas escolares de los estudiantes de noveno grado jornada tarde del colegio Fernando González Ochoa, ubicado en la localidad quinta de Bogotá (Colombia). Metodológicamente se fundamenta en un estudio cualitativo con enfoque hermenéutico-interpretativo, a través de observación participante, entrevistas semiestructuradas y grupos focales. Se identifican como principales dimensiones de las prácticas ciudadanas escolares: la participación, la convivencia, el sentido de pertenencia, la identidad, el reconocimiento de sí mismo y de los otros, los derechos y las responsabilidades dentro de lo que implica ser joven hoy en el contexto social, cultural, político, económico y educativo del sector de Usme, así como de sectores vulnerables de la ciudad. Esta población juvenil en contexto escolar actúa de acuerdo con su realidad inmediata siendo permeados por los medios de comunicación, además de la familia y sus pares, que les permite establecer nuevas formas de interacción, que los diferencia de los adultos y son una muestra de las nuevas maneras de interrelación, comunicación y de participación ciudadana. ; In the present study, an approximation is made to the understanding of the citizen practices of students in ninth grade at Fernando González Ochoa school, located in the fifth locality of Bogotá (Colombia). Methodologically, it is based on a qualitative study with anhermeneuticinterpretative approach, through research techniques such as participant observation, semistructured interviews and focus groups. The following are identified as the main dimensions of school citizen practices: participation, coexistence, sense of belonging, identity, selfrecognition and recognition of the others, rights and responsibilities within what implies being young today in social, cultural, political, economic and educationalcontext, all of this inside the locality of Usme, as well as in another vulnerable sectors of the city. In a school context, this youth population acts according to their immediate reality, in which they are permeated by the media, as well as by their family and their peers, this allows them to establish new forms of interaction, making a difference between adults and them. All these are a sample of the new ways of interrelation, communication and citizen participation.