Suchergebnisse

Este trabajo trata acerca de un tipo de escuela en la realidad educativa chilena, denominada "escuela-isla", caracterizada por su aislamiento institucional del entorno social, económico, político, religioso y cultural donde se encuentra. El concepto nace de una serie de reflexiones bajo el marco formativo de las prácticas pedagógicas tempranas, a partir de un conjunto de experiencias que configuran al centro de enseñanza y que resultan clave para la comprensión de la naturaleza del término. El documento hace una caracterización de este tipo de escuela, reconociendo cualidades que no son propias de una institución social. Asimismo, se propone y justifica la necesidad de un tipo de "alianza simbiótica" entre la organización educativa y el resto de organizaciones de la comunidad (red de enlace) para complementar y potenciar su función educativa (formativa). Por último, se destaca la importancia de la interacción de la escuela con otras instituciones de la sociedad, y que tales vínculos constituyen una estrategia educativa para el desarrollo social y comunitario. This work is about a type of school the Chilean educational reality, to known as school-island, mainly by institutional isolation from the social, economic, political, religious and cultural. The concept stems from a series of reflections within the framework formative early teaching practices, based on a set of experiences that shape the educational unit and are keys to understanding the nature of the term. The document provides a characterization of this type of school, recognizing qualities that are not characteristic of a social institution. It also proposes and justifies the need for a kind of "symbiotic partnership" between the educational organization and other community organizations (network link) to complement and enhance its educational. Finally, it highlights the importance of interaction between the school and other institutions of society and that such links are an educational strategy for social and community development

En este ensayo se analiza la política educativa con respecto a los libros de texto y a las bibliotecas escolares, desde la hermenéutica crítica. Para ello se realizó una revisión bibliográfica de documentos producidos durante el periodo comprendido entre 1994-2010, en la enseñanza primaria pública costarricense. Después del análisis realizado, se concluye que la política educativa con respecto a los libros de texto, ha estado plagada de inconsistencias, entre lo que se dice y lo que se hace. En lo que respecta a las bibliotecas escolares, éstas han formado parte de este devenir de politización, por lo que a la fecha, a pesar de los grandes esfuerzos que realizan tanto el Departamento de Bibliotecas Escolares y Centros de Recursos para el Aprendizaje del Ministerio de Educación Pública, como los bibliotecólogos que tienen a cargo estas Bibliotecas Escolares y Centros de Recursos, no logran alcanzar con verdadero éxito su función dentro del contexto escolar. Para que esto se dé realmente, debe existir un verdadero modelo educativo, con una política educativa de largo aliento, que concatene claramente todos los elementos necesarios para así alcanzar una educación de calidad. Para ello es urgente la incorporación de las bibliotecas escolares como parte del sistema educativo, de manera que el profesional en bibliotecología, de manera coordinada con el docente y la docente, aporte para la formación de colecciones de materiales educativos, que respondan adecuadamente a la formación, recreación e información de los estudiantes. This essay its focused on the analysis from the critical hermeneutics, educational policy regarding textbooks and school libraries. For this, a literature review of documents produced during the period 1994-2010, at the level of public primary education in Costa Rica. After analysis, the main conclusion is that educational policy regarding textbooks, has been plagued by inconsistencies between what is said and what is done. In regard to school libraries, they have been part of this becoming politicized, so that to date, despite the great efforts by both the Department of School Libraries and Resource Centers for Learning, of Ministry of education, as the librarians who are responsible for school libraries and resource centers, fail to achieve real success with his role within the school context. For this to happen really, there must be a true educational model, with a long-term education policy, which clearly concatenate all the necessary elements in order to achieve a quality education. It is urgent to incorporate the school libraries as part of the education system, so that the professional librarianship, in coordination with the teacher, contribute towards the development of educational materials collections to respond adequately to the formation, recreation and student information.

En los años 2009 y 2010, aparecen publicadas en nuestro medio académico dos obras de Michel Foucault tituladas: El gobierno de sí mismo y de los otros; y El coraje de la verdad. En términos generales, se abordan la cuestión de la "parrhesía" y el "coraje" como aquella capacidad de hablar franco y del decirlo "todo", en contextos institucionales, aun suponiendo un riesgo para la persona que lo hace. Esto es, la "parrhesía", como una forma de ontología antigua inherente a las prácticas y discursos del decir veraz sobre uno mismo, pero también en relación con una determinada constitución institucional y política. En este ensayo se presentan categorías trabajadas para el abordaje desarrollado por el autor, y articuladas con aspectos ligados con la educación y muy especialmente relacionados con ciertas características inherentes a diferentes modelos de gestión educativa en la actual coyuntura social y política en Rosario, Argentina. Nuestro principal objetivo consiste en observar críticamente diversas experiencias docentes extraídas de la propia práctica para analizar los modos de intervención educativos que se desprenden de ellas, y articularlas a la luz de una serie de categorías teóricas pensadas por Foucault. Esto último, con el fin de fortalecer –y estaurar- los vínculos institucionales allí donde se encuentren dañados y contribuir a una mejora de la calidad y clima educativo, en cualquier ámbito donde desempeñemos nuestras funciones docentes. Two significant Lectures of Michel Foucault have been published in Argentina in 2009 and 2010. We are referring to the Government of self and others; and The Courage of Truth. In few words, we would dare say that we understood the parrhesia and courage as the ability (or way) to speak with the truth (free speech and frankness) in the institutional contexts even when doing that, would represent a kind of risk or danger for people who are telling the truth. That is why the Parrhesia is linked to courage in the face of danger: it demands the courage for the subject to speak the truth (of oneself and regarding with the political context) in spite of some danger. So, in this essay we will try to link some categories taken from those works (the concept of parrhesia and courage) and try to rethink the management at school. In order to do that, we will address and analyze some educational experiences from school, through those Foucault´s categories and try to understand how those concepts really operate, in the educational and political contexts at school.

[spa] La supervisión escolar en su área administrativa, denominada también gestión, puede ser considerada hoy en día como esencial para el funcionamiento de toda escuela. Aunque su denominación está sacada de la organización empresarial, sin embargo, presenta unas grandes diferencias con ella, dentro del ámbito educativo y en el ejercicio de la función. No es de extrañar, pues, que en castellano aún no se haya encontrado el nombre adecuado y preciso. De hecho, esta función tiene la misión de posibilitar el desarrollo de la actividad docente, sin ser ella, empero, propiamente docente. En cierta manera, podríamos afirmar que recae sobre la responsabilidad del que la ejerce, la gestión de todo lo que no es directamente docente. Esta función debe ser pensada y planificada de tal manera que, con una actuación presente en visión de futuro, los docentes y su director puedan realizar la misión educativa con satisfacción y calidad. Misión que ha de estar inserta, de forma dinámica y contínua en el momento, en la sociedad y en el lugar donde esté edificada la escuela. Este servicio que hace la función supervisora al centro escolar tan solo tendrá razón de ser, actualmente, si contemplamos la estructura de la escuela como un sistema verdadero. En este sistema la organización tiene sentido no solo por la producción y por las personas que la forman, sino además, y muy especialmente, por la visión del centro como unidad o grupo integrado tal como nos dice Ouchi en su teoría Z. Por tanto, la función supervisora ha de realizar, de forma esencial, el facilitar la consecución de la unidad integral de la escuela. Visión esta que deberíamos juntar a la de Dobrov, en cuanto que el Orgware de cualquier entidad ha de estructurarse de forma adaptada y flexible a la diferente complejidad de niveles del Hardware y del Software escolar. En consecuencia, la función de supervisión encuentra su sentido en la necesidad de dar una respuesta ineludible a la complejidad tecnológica y formal en la que se mueve la calidad docente de cada centro escolar. Ahora bien, no todos aceptan la necesidad de esta supervisión. Se confunde, según nuestro parecer, entre la función y el puesto de trabajo. De trecho, esta identidad tanto puede darse como no, por lo que es conveniente distinguirlas. De lo contrario, al tener dicha función su origen y desarrollo en los macro-colegios privados puede ser gratuitamente minusvalorada por los planteamientos de otros tipos y formas de escuelas. Nosotros defendemos esta función como algo plenamente esencial en todo sistema escolar, sea privado o no, sea pequeño o grande. En todos ellos esta función es para nosotros imprescindible. Y si bien en la escuela estatal parte de esta función será desarrollada por la administración central, sin embargo, cada centro o grupo gestionable de centros debería contar con alguien que realizara la función susodicha. Y si esto se realizara así auguramos un porvenir óptimo y adecuado a los nuevos y progresivos cambios del ambiente escolar en bien de los centros. ; [eng] School supervision, in administrative terms, can be considered as essential for the management of schools nowadays. This way of naming comes from enterprise organization, and yet is different from school organization; because of that reason the right naming in Spanish hasn't been found yet. In fact, school supervision has the purpose of making possible teaching activities. To same degree we could state that those who manage are the persons in charge; management is not exactly a teaching act, although this functions ought to be planned in such a way that the headmaster and teaching staff could educate properly. We have to bear in mind the place and kind of society where school is located. If we contemplate school arrangements as a real system, school supervision will have raison d'être nowadays. Organization is important for production and people, and school arrangements have to be contemplated through the school as a whole, as Ouchi says in his Z theory. Therefore, school supervision has to make easy the school unity completely. We should join this view and Dobrov's one who says that the Orgware of any organization has to be constructed in a soft way, keeping in mind complex levels such as Hardware and Software. As a result of that, school supervision would mean answering unavoidably to complex technology where every teaching institution is involved. Now then, not everybody accepts the need of that supervision because, from our point of view, they confuse this function with a job. Both functions could be mixed up, but it is essential to distinguish between them. Otherwise, having the aforesaid function his origin and development in private macro-schools, it can be understimated by other kinds of plannings from other teaching institutions. We defend such a function as something completely essentia1 in every kind of school, private or not, big or small. From our point of view, this functions is essential in every school. And even though part of this function will be carried out by the government in public schools, somebody should take charge of the aforementioned function in each teaching institution. On the other hand, if this ware carried out, we can be sure of a very good future or teaching institutions which are progressively changing.

La supervisión escolar en su área administrativa, denominada también gestión, puede ser considerada hoy en día como esencial para el funcionamiento de toda escuela. Aunque su denominación está sacada de la organización empresarial, sin embargo, presenta unas grandes diferencias con ella, dentro del ámbito educativo y en el ejercicio de la función. No es de extrañar, pues, que en castellano aún no se haya encontrado el nombre adecuado y preciso. De hecho, esta función tiene la misión de posibilitar el desarrollo de la actividad docente, sin ser ella, empero, propiamente docente. En cierta manera, podríamos afirmar que recae sobre la responsabilidad del que la ejerce, la gestión de todo lo que no es directamente docente. Esta función debe ser pensada y planificada de tal manera que, con una actuación presente en visión de futuro, los docentes y su director puedan realizar la misión educativa con satisfacción y calidad. Misión que ha de estar inserta, de forma dinámica y contínua en el momento, en la sociedad y en el lugar donde esté edificada la escuela. Este servicio que hace la función supervisora al centro escolar tan solo tendrá razón de ser, actualmente, si contemplamos la estructura de la escuela como un sistema verdadero. En este sistema la organización tiene sentido no solo por la producción y por las personas que la forman, sino además, y muy especialmente, por la visión del centro como unidad o grupo integrado tal como nos dice Ouchi en su teoría Z. Por tanto, la función supervisora ha de realizar, de forma esencial, el facilitar la consecución de la unidad integral de la escuela. Visión esta que deberíamos juntar a la de Dobrov, en cuanto que el Orgware de cualquier entidad ha de estructurarse de forma adaptada y flexible a la diferente complejidad de niveles del Hardware y del Software escolar. En consecuencia, la función de supervisión encuentra su sentido en la necesidad de dar una respuesta ineludible a la complejidad tecnológica y formal en la que se mueve la calidad docente de cada centro escolar. Ahora bien, no todos aceptan la necesidad de esta supervisión. Se confunde, según nuestro parecer, entre la función y el puesto de trabajo. De trecho, esta identidad tanto puede darse como no, por lo que es conveniente distinguirlas. De lo contrario, al tener dicha función su origen y desarrollo en los macro-colegios privados puede ser gratuitamente minusvalorada por los planteamientos de otros tipos y formas de escuelas. Nosotros defendemos esta función como algo plenamente esencial en todo sistema escolar, sea privado o no, sea pequeño o grande. En todos ellos esta función es para nosotros imprescindible. Y si bien en la escuela estatal parte de esta función será desarrollada por la administración central, sin embargo, cada centro o grupo gestionable de centros debería contar con alguien que realizara la función susodicha. Y si esto se realizara así auguramos un porvenir óptimo y adecuado a los nuevos y progresivos cambios del ambiente escolar en bien de los centros. ; School supervision, in administrative terms, can be considered as essential for the management of schools nowadays. This way of naming comes from enterprise organization, and yet is different from school organization; because of that reason the right naming in Spanish hasn't been found yet. In fact, school supervision has the purpose of making possible teaching activities. To same degree we could state that those who manage are the persons in charge; management is not exactly a teaching act, although this functions ought to be planned in such a way that the headmaster and teaching staff could educate properly. We have to bear in mind the place and kind of society where school is located. If we contemplate school arrangements as a real system, school supervision will have raison d'être nowadays. Organization is important for production and people, and school arrangements have to be contemplated through the school as a whole, as Ouchi says in his Z theory. Therefore, school supervision has to make easy the school unity completely. We should join this view and Dobrov's one who says that the Orgware of any organization has to be constructed in a soft way, keeping in mind complex levels such as Hardware and Software. As a result of that, school supervision would mean answering unavoidably to complex technology where every teaching institution is involved. Now then, not everybody accepts the need of that supervision because, from our point of view, they confuse this function with a job. Both functions could be mixed up, but it is essential to distinguish between them. Otherwise, having the aforesaid function his origin and development in private macro-schools, it can be understimated by other kinds of plannings from other teaching institutions. We defend such a function as something completely essentia1 in every kind of school, private or not, big or small. From our point of view, this functions is essential in every school. And even though part of this function will be carried out by the government in public schools, somebody should take charge of the aforementioned function in each teaching institution. On the other hand, if this ware carried out, we can be sure of a very good future or teaching institutions which are progressively changing.

In any study . of the topic of the freedom to create private (non State-run) schools, we must take two aspects into account: the rigbt which entities and individuals have lO undertake educative tasks, and the intetest which . those who receive schooling may have in there being a plurality of educational centers of dif~ ferent types, so that they may thus be able lO · choose that center which best corte~ ponds to their preferences. The fust aspect, which must be considered within the global context of freedom of expression, has not yet been fully dea1t with in international agreements. (si:e, however, ArticIe 13.4 of the International Agreement on Economic, Social and . Cultural Rights adopted by the General Assembly of the United Nations on December 16th, 1966). Nonetheless, we are dealing here with a right which is recognized in many constitutions and within the framework of the educational laws of many States, although it is a1so true that others may deny bis basic right. With regard lO the second aspect, various international · agreements have recognized the right of parents lO choose the type of training and schooling they prefer for their children. This right of election is at times expressed by explicitly mentioning moral, religious -er, in any case, ideological- training which must respond to the parents' convictions. Some constitutions have made this point particularly cIear. On the other hand, in order for this right of election to be truly real, it is not sufficient that it be legally recognized. There are, in fact, many collateral and derived problems -which in spite of their apparently secondary nature are no less gravewhich have to be considered and solved, if we are to hope for the survival, in practice, of the possibility of election, and to hope for the avoidance of limitations from outside forces. Thus, for example, the State must insure that the enrolling of a child in a particular school does not imply sensibly different tuition costs than jf he had been enrolled in another school. The State must a1so insure that studies undertaken in different schools (as long as said schools are appropriate) as well as diplomas granted have the same value before the Law, in the case of those countries in which school tides have legal validity. The State must a1so see to it that those schools which possess a particular religious or ideologicaI orientation be allowed to sever its ties with any professor whose activities ron counter to the aims and purposes of the school. Some States have fully examined these problerns and have tried to solve thero in a manner that does not contravene long-standing traditions or exigencies. Religious bodies also have the same right as secular institutions and individuals to create and maintaÍn educational centers. Sorne countries even uphold, in their legislative code, that religious institutions are the most ideally suited lO carry out educative tasks. Sorne States go as far as to not only permit but also opeuly encourage religious bodies to carry out educational tasks in schools and indeed in the course of their ordinary activities.

SUMMARY: I. INTRODUCTION. - II. CHARACTER OF THE BASIC GENERAL EDUCATION SERVICE. - III. PROPERTY OF NATIONAL SCHOOLS: 1. BACKGROUND. 2. DECREE OF JUNE 15, 1934. 3. PRIMARY INSTRUCTION ACT OF JULY 17, 1945. 4. ACT OF DECEMBER 22, 1953. 5. ACT OF DECEMBER 16, 1964. 6. ACT OF DECEMBER 21. OF 1965. 7. DECREE OF FEBRUARY 2, 1967. - IV. LEGAL ORIGIN AND CURRENT STATUS OF MUNICIPAL PUBLIC SCHOOLS. - V. HISTORICAL EVOLUTION OF STATE CHARGES. - VI. LEGAL ORIGIN AND LEGAL NATURE OF MUNICIPAL OBLIGATIONS WITH REGARD TO BASIC GENERAL EDUCATION: 1. LISTING OF OBLIGATIONS. 2. HISTORICAL EVOLUTION. 3. ASSURANCE OF COMPLIANCE WITH OBLIGATIONS. 4. LEGAL NATURE OF MUNICIPAL OBLIGATIONS. - VII. CURRENT LEGISLATION ON STATE CHARGES: 1. DEROGATORY PROVISION OF THE GENERAL LAW OF EDUCATION. 2. LAW OF BASES OF THE STATUTE OF LOCAL REGIME. 3. ARTICULATED TEXT OF OCTOBER 6, 1977. - VIII. CONCLUSIONS. ; SUMARIO: I. INTRODUCCIÓN. — II. CARÁCTER DEL SERVICIO DE EDUCACIÓN GENERAL BÁSICA. — III. PROPIEDAD DE LOS COLEGIOS NACIONALES: 1. ANTECEDENTES. 2. DECRETO DE 15 DE JUNIO DE 1934. 3. LEY DE INSTRUCCIÓN PRIMARIA DE 17 DE JULIO DE 1945. 4. LEY DE 22 DE DICIEMBRE DE 1953. 5. LEY DE 16 DE DICIEMBRE DE 1964. 6. LEY DE 21 DE DICIEMBRE DE 1965. 7. DECRETO DE 2 DE FEBRERO DE 1967. — IV. ORIGEN LEGAL Y ESTADO ACTUAL DE LAS ESCUELAS PÚBLICAS MUNICIPALES. — V. EVOLUCIÓN HISTÓRICA DE LAS CARGAS ESTATALES. — VI. ORIGEN LEGAL Y NATURALEZA JURÍDICA DE LAS OBLIGACIONES MUNICIPALES EN MATERIA DE EDUCACIÓN GENERAL BÁSICA: 1. ENUMERACIÓN DE OBLIGACIONES. 2. EVOLUCIÓN HISTÓRICA. 3. ASEGURAMIENTO DEL CUMPLIMIENTO DE OBLIGACIONES. 4. NATURALEZA JURÍDICA DE LAS OBLIGACIONES MUNICIPALES. — VII. LEGISLACIÓN ACTUAL SOBRE CARGAS ESTATALES: 1. DISPOSICIÓN DEROGATORIA DE LA LEY GENERAL DE EDUCACIÓN. 2. LEY DE BASES DEL ESTATUTO DE RÉGIMEN LOCAL. 3. TEXTO ARTICULADO DE 6 DE OCTUBRE DE 1977. — VIII. CONCLUSIONES.

Three currents that exercise a strong influence on Ur sociology are discussed: (1) ecologism, based in the Chicago school, & assuming a variety of forms; (2) structural-functionalism, which has dominated the field since the 1950s; & (3) Marxism, inspired by its renaissance in France in the 1960s. S. Karganovic

Las bibliotecas escolares juegan un papel muy importante en las comunidades, de estas depende las posibles y futuras influencias que se den relacionados con los aspectos económicos, sociales, políticos, culturales y psicológicos proyectados al bienestar comunal. A medida que el avance tecnológico y científico va acrecentándose igualmente la necesidad de poseer información y documentación crece. En Nicaragua, por medio del Ministerio de Educación se intenta implantar un plan nacional cooperativo para todas las bibliotecas que formarán parte del Sistema de Bibliotecas Escolares. ; The school libraries play a very important paper in the communities, on these it depends the possible and future influences that are met related by the economic, social, political, cultural and psychological aspects projected to the communal well-being. As the technological and scientific advance goes there being increased equally the need to possess information and documentation grows. In Nicaragua, by means of the Department of Education one tries to implant a national cooperative plan for all the libraries that will form a part of the System of School Libraries.

Como parte de la inauguración del programa de formación abierta y a distancia del SENA se recuperan: los discursos del entonces Presidente de la republica "Belisario Betancour" y el director general del Sena "Alberto Galeano Ramírez", se describe el programa de formación abierta y a distancia, conceptos básicos, aspectos políticos, diseño, operación y evaluación de la formación profesional integral, organización y componentes del programa y materiales y medios para su aplicación. ; As part of the inauguration of the open and distance training program of SENA, the speeches of the then President of the Republic "Belisario Betancour" and the director general of the Sena "Alberto Galeano Ramírez", describe the open and distance training program , basic concepts, political aspects, design, operation and evaluation of the integral professional formation, organization and components of the program and materials and means for its application. ; Discurso del Sr. Presidente de la República en la inauguración del programa SENAFAD -- Discurso del Director General del SENA en la inauguración del Programa SENAFAD -- Marco conceptual: Presentación -- Políticas gubernamentales y su incidencia en la formación profesional del SENA – Conceptos básicos -- Criterios para el diseño, la operación y la evaluación de la formación profesional del SENA -- Organización: El programa de formación abierta y a distancia del SENA -- -- La comunicación como instrumento del programa -- Diseño y utilización de materiales y medios ; na

Starting froro the idea that education is at the service of personal freedom, the author of this article explains and justifies the thesis that in order to forro free persons, freedom · ofeducation is . an indispensable condition. After identifying the concepts of education, freedom, and person, as well as the relationships that exist between the educactional proeess and the right to education, the author warns that the meaning of freedom and the acceptance of responsability are closely related to the concept which one holds of person and especially to the .difference between considering the person as a beginning or as a resulto If the human person is understood to be a starting principIe, then implicitly we say that the person constitutes the free origin of all action, for which there is complete responsability. If, on the other hand, we consider man to be the result of, say, social, biological or technological factors, then neither freedom nor responsability can be attributed to him. The author then studies the 'Reductionist conceptions of education which are in vogue today. These are the Pragmatistic, Political and Criticistic approaches. He especially underlines the difficulties and obstacles tOOt lie in the face of freedom of edueation, arising from the confusion bet\Veen educative action and social or political aetion, a confusion that stems principally from Social Determinism. The author then underllnes the points of friction that arise from different opinions and attitudes with respect to the distinct contents of the educational process and which are projeeted mainly in the field of the different interpretations given of culture as well as· in the field of personal values, especially re1igious values. The action of the State can be effective in the field of technical affairs but it does not possess any legitima te capacity to impose a particular interpretation of culture or of the religious fact. For this reason, in the field of education the action of the State can on1y be a propelling and permitting force, or, in any event, á supplementary action. The author also, taekles the problem of possible solutions which are open to the plurality of educational conceptions. After pointing out the negaclve character of the neutral ' school and of the so-caIled pluralistic school, he suggests the autonomous school as the reasonable solution, both in function of educational authenticity and of ethical requirements with regard to the freedom of the human individual in educational matters. Educational institutions . require a framework of autonomy in order to be able to respond to every concept of life and of education with an adequate and peculiar type of school, and in order to provide an adequate atmosphere so that the free initiative and responsability of youngsters can expand and grow, and thus convert them into true adults who are eapable of using their freedom with a true sense oE responsability.