Suchergebnisse

This study is intended to describe and evaluate the implementation of high school in selected schools for the 2016-2018 academic years. Specifically, it found answers on the description of the schools; the evaluation of the pedagogical competencies of the teachers; the evaluation of the work habits, values, and skills of the students; the problems encountered, and the possible contributions to improve the program. A specifically convergent mixed method was used in parallel. The results show that the selected schools offer TVL, HUMSS, and ABM. They have an average of two hundred students or less. Most of their faculty members are with MA units. They observed the Department of Education's policies on admission, retention, and promotion. The dimensions of teaching competencies are considered effective to highly effective, while students' work habits, values, and skills are assessed as highly developed. Problems identified related to the adequacy of teaching materials, lack of stakeholder support, student performance, and the need for specialized teachers. Therefore, it is recommended to improve school facilities, hire teachers for specialized teachers, strengthen partnerships with the business industry, and train teachers in the latest teaching trends, as well as in technology, to make students globally competitive.

Resumen: En las sociedades contemporáneas se observa una multiplicidad de acciones emprendidas en numerosos ámbitos y sectores, bajo la responsabilidad de un amplio abanico de actores de diferente escala, con el fin de prevenir, atender y eliminar la violencia escolar. Dados los graves efectos que este problema provoca no solo entre los individuos e instituciones directamente involucradas, sino también en el fortalecimiento democrático y el ejercicio pleno de los derechos humanos, la prevención de la violencia en las escuelas es una tarea apremiante. Frente al despliegue masivo de estrategias de intervención, a los abundantes estudios realizados en distintos campos disciplinares y a su incorporación en diversas agendas de políticas públicas, es escaso el análisis de las implicaciones que esas estrategias tienen en los principios de autoridad, legalidad y legitimidad en las escuelas. Emprender esta tarea es fundamental, ya que buena parte de las rutas trazadas en el presente para afrontar la violencia escolar –como la creación y aplicación de leyes específicas, el rediseño de acuerdos nacionales, lineamientos para el sistema educativo, manuales para la convivencia hasta los reglamentos escolares, entre otros instrumentos– han afectado dichos principios desconociendo los resultados y efectos que tienen en la conformación, reproducción e, incluso, perpetuación de la violencia escolar.Palabras clave: Violencia escolar, autoridad, legalidad, legitimidad, reglamentos escolares, fragmentación de la autoridad.Abstract: In contemporary societies, a multiplicity of actions has been taken in different areas and sectors under the responsibility of a wide range of actors on different scales, in order to prevent, attend and eliminate school violence. Since the serious effect of this problem, not only among the individuals and institutions directly involved, but also for the strengthening of democracy and the full exercise of human rights, combating violence in schools is an urgent task. Despite of the massive deployment of intervention strategies, the numerous studies carried out in different academic fields and their inclusion on policy agenda, the implications that these strategies have on the principles of authority, legality and legitimacy in schools has barely been analyzed. This task is essential, given that many of the paths outlined currently to address school violence –such as the creation and application of specific laws, the redesign of national agreements, the guidelines for the education system, the manuals for school coexistence, among other instruments– have affected these principles and have ignored the results and implications that they have in the conformation, reproduction and even perpetuation of this problem.Keywords: School violence, authority, legality, legitimacy, school rules, fragmentation of authority.

This dissertation, primarily, evaluates the extent at which some family characteristics and school characteristics affect students' achievement in Peru. For this purpose, the data used in this study is based on a survey conducted in Peru in 2009, to 3,438 students of 60 schools in 17 urban cities in the country. Finally, as we can see, the role of the government to close the inequality gaps in schools is decisive, as those gaps have a multiplicative effect in the wage gap when students from poorer backgrounds enter the labour market.

This dissertation, primarily, evaluates the extent at which some family characteristics and school characteristics affect students' achievement in Peru. For this purpose, the data used in this study is based on a survey conducted in Peru in 2009, to 3,438 students of 60 schools in 17 urban cities in the country. Finally, as we can see, the role of the government to close the inequality gaps in schools is decisive, as those gaps have a multiplicative effect in the wage gap when students from poorer backgrounds enter the labour market.

The objective of this article is to understand how students participate in the different scenarios of political and democratic construction of school government; essentially, the participatory action of students in the student council, student ombudsman and student comptroller. For this inquiry exercise, a literature review was carried out, as elements of conceptualization of the background and a qualitative research was implemented, starting with non-participant observation in the different scenarios of participation provided by the current regulations. Considering the school as a key scenario for democratic and political education, due to the wide range of social and human relations, from this perspective, interviews and surveys were applied to students who are members of the school government, in order to understand how they live in practice the experience of school government, since it is the only formative structure to create pre-citizens with civic, cultural, political and democratic values. ; El objetivo del presente artículo es comprender como los estudiantes participan en los distintos escenarios de construcción política y democrática en el gobierno escolar, esencialmente; la acción participativa de los estudiantes del consejo estudiantil, personero y contralor estudiantil. Para este ejercicio de indagación se realizó una revisión de literatura como elementos de conceptualización de los antecedentes, y se implantó una investigación cualitativa, partiendo con la observación no participantes en los distintos escenarios de participación que brinda la normatividad vigente. Considerando la escuela un escenario clave para la formación democrática y política, por el amplio conjunto de relaciones sociales y humanas desde esta perspectiva, se aplicó entrevistas y encuestas a los estudiantes miembros del gobierno escolar; para comprender el cómo viven en la práctica la experiencia del gobierno escolar puesto que es la única estructura formativa para crear pre-ciudadanos con valores cívicos, culturales, políticos y democráticos.

Con este trabajo fin de grado mostraremos las diferencias entre los colegios rurales y los colegios urbanos, las diferencias metodológicas y la formación que reciben los docentes para trabajar en este tipo de centros. Con un recorrido legislativo y fundamentación teórica realizo la investigación. Con un cuestionario veremos cuáles son los conocimientos previos que poseen, para plantear posibles propuestas de mejora. Finalmente se quiere dar a conocer la gran problemática que está surgiendo, y mostrar lo que el cierre de colegios rurales supone para las familias y para el pueblo. ; With this end-of-grade work we will show the differences between rural schools and urban schools, methodological differences and the training that teachers receive to work in this type of centers. With a legislative route and theoretical foundation I carry out the research. With a questionnaire we will see what the previous knowledge they possess, to raise possible proposals for improvement. Finally, we want to make known the great problem that is emerging, and show what closure of rural schools is for families and for the people.

In Letters to a Professor, Barbiana students denounce school dropouts. At present, according to official registers, and due to the expanse of compulsory schooling, schools do not 'lose' students and astonishingly, high retention rates are publicized. But, regretfully, retention is not a synonym of learning and inclusion. Barbiana students foresaw danger when they realized that 'students' dropout rates' led tragically to conclusive desertion. As teacher trainers, our academic and political responsibility compels us to deal with the problem and to suggest taking firm actions that contribute to the training of teachers truly devoted to the kind of education that enables a genuine inclusion, especially of those individuals who have historically been marginalized from schooling. ; En Cartas a una Profesora los alumnos de Barbiana denuncian las pérdidas de la escuela. A juzgar por los registros oficiales, hoy, en virtud de la extensión de la escolaridad obligatoria, la escuela no los 'pierde' y publicita altos índices de retención escolar. Pero, lamentablemente, retención, no es sinónimo de aprendizaje y por ende de inclusión. Los alumnos de Barbiana avizoraron el peligro cuando advirtieron la situación de los 'alumnos perdidos en las aulas' como antesala trágica del abandono definitivo. La responsabilidad académica y política que nos corresponde como formadores de profesores nos impele a abordar la cuestión y proponer acciones que contribuyan a la construcción de docentes comprometidos con una educación que posibilite una inclusión genuina, en particular de los sectores históricamente marginalizados del espacio escolar.

This work analyzes the micropolitics of the school to know the organization of each particular center, as well as the conflicts that arise among their members. In this stage, the executive leadership takes most important role, because it allows dialogue to foster and the quest of consensus. This political dynamic save close relation with the macro structure hierarchical, rational and linear order. Therefore, studying will help to reach the core of the constitutional life, revealing the hidden motives that cause conflicts, discovering its constitutive basis, their interest games and the way that the power is nourished under the umbrella of the regulations and is tempered by its protagonists. However, the struggles of power for the common or particular interest allows the formation of groups or coalitions in defense of their objectives taking this into account, the object of this word paper is to present a short essay as a result of a bibliographic review related to the subject matter (leadership and micro). The same that its comforted with opinions, presented as empirical examples of members of the educational community of three central publics of the Zaragoza (Spain) city, obtained through ethnographic interviews. This heterogeneous group consists of three directors, three teachers, three parents, a head of studies and three students. The confrontation of views between the sources consulted and the judgments of the informants reveal that the leadership of the director, if there, plays an important role in promoting dialogue in schools role as the leader acts as a catalyst for participation and as mediator in the search for consensus between different positions in collective benefit, without these poses to the school principal lose auctoritas and potestas. ; El presente trabajo analiza la micropolítica de la escuela para conocer la organización de cada centro en particular, así como los conflictos que se generan entre sus miembros. En este escenario, el liderazgo directivo cobra mayor importancia, pues permite fomentar el diálogo y la búsqueda de consensos. Esta dinámica política guarda estrecha relación con la estructura macro de orden jerárquico, racional y lineal. Por lo tanto, estudiarla supone llegar al núcleo de la vida institucional, develar los motivos ocultos que originan sus conflictos, descubrir su base constitutiva, sus juegos de intereses y la manera en que el poder se nutre bajo el paraguas de las normativas y es matizado por sus protagonistas. No obstante, las luchas de poder por intereses comunes o particulares dan lugar a la formación de grupos o coaliciones en defensa de sus objetivos. Considerando lo expuesto, el objetivo de este texto es presentar un breve ensayo como resultado de una revisión bibliográfica relacionada con el tema en cuestión (liderazgo y micropolítica). Esta misma se confronta con opiniones, presentadas a modo de ejemplos empíricos, de miembros de la comunidad educativa de tres centros públicos de la ciudad de Zaragoza (España), obtenidas a través de entrevistas etnográficas. Este grupo heterogéneo consta de: tres directores, tres profesores, tres padres de familia, un jefe de estudios y tres estudiantes. La confrontación de criterios entre las fuentes consultadas y los juicios de los sujetos informantes revelan que el liderazgo del director, en caso de existir, juega un papel importante para impulsar el diálogo en los centros educativos, ya que el líder actúa como dinamizador de la participación y como mediador en la búsqueda de consensos entre distintas posturas en beneficio colectivo, sin que esto suponga, para el director escolar, perder auctoritas y potestas.

On May 27, 1998, Carlos Matus gave his second and last conference at the School of Economic Sciences of the University of Buenos Aires. He took up the argument of the first conference about the essential links between science and politics to arrive at what came to be the cause of his worries and one of his main contributions: government and how to build more government capability. It is precisely his proposal to create schools of government that focuses on the actor -the one who explains, knows, and makes estimations based upon an action plan- and enables the formation of the techno-political stratum of a society addressing the central issue -i.e., poor government capacity-, on the basis of horizontal action sciences and, in particular, the social game theory. ; El 27 de mayo de 1998, Carlos Matus brindó su segunda y última conferencia en la Facultad de Ciencias Económicas de la Universidad Nacional de Buenos Aires. Allí, Matus prosigue el desarrollo argumental realizado en la primera ponencia sobre los vínculos imprescindibles entre ciencia y política, para arribar a lo que representó el motivo de sus desvelos y una de sus principales contribuciones: el gobierno y cómo generar mayor capacidad de gobierno. Es justamente en su propuesta de conformación de Escuelas de Gobierno, donde se toma como centro de análisis al actor -aquel que explica, conoce y calcula en función de un proyecto de acción-, y sostenidas en las ciencias horizontales de la acción y en especial la teoría del juego social, se conforme el estrato tecnopolítico de la sociedad que aborde el problema que él entiende como central: la baja capacidad de gobierno.

Based on theoretical references (theses, dissertations, literary chronicles), the text provides an overview in the form of a reflection on the problem of inequality in education in Brazil during the pandemic period. The focus is on secondary school youth (mainly affected by the National High School Examination - ENEM) and their mental health. The article has three main objectives; 1) Reflection and critical reading 2) Thinking about the importance of effective actions and practices 3) Showing the relevance of quality education (as opposed to conservative political thinking in vogue in Brazil). With the analyses, it was possible to notice an intensification of inequalities in the Brazilian political scenario in the year 2020.

This publication is devoted to the problems of history teaching in the Soviet school in the 1920s-1930s. The article presents the main conclusions and provisions that characterize the change in government policy regarding historical science in general, and the teaching of school history course, in particular. It was shown the evolution of state policy, which resulted in the fact that the government refused of the experiments of the 1920s in the 1930s.Consideration of the problem both at the all-Union level and at the regional level made it possible to identify the general and particular, the difficulties and contradictions in the adaptation of historical narrative for the purposes of teaching in the secondary school. Practical application of this publication is aimed at focusing attention of the professional community of historians and educators on the achievements of Russian historical thought, the integrated application of particular developments and recommendations developed by the Soviet historians and teachers.

The need to shorten the distance between school life and daily life must be understood as pressing. In the face of this, students' recognition is required beyond their intellectual dimension, in the sphere of the human and the social condition. This recognition implies the implementation of didactic strategies, which involve the street culture in school activities, and at the same time, echo the students' voice (their interests, fears, experiences, and knowledge) within an institution, which is traditionally regulated by adults' voices.

Homophobia, biphobia, transphobia and gender violence in sexual-affective relationships appear frequently in the bases of bullying. The educational centres are more conscious about this reality and look for actions to prevent and eradicate this kind of violence. At the same time, international research states that bullying prevention needs a re-organization of the educational centre incorporating the work of all the educational community (students, family, teachers, etc.). In this article we gather data on bullying and its connection to gender, part of the Spanish legislation related to this problem is analysed and we conducted an international literature review. The main contribution of this article is to present orientations and actions that prevent and contribute to eradicate gender violence and violence for homophobia, biphobia and transphobia through the school organization and school management. Some of these actions are inclusive education, democratization of the centres, making visible and not trivializing violence, and mainly the community participation and active positioning of all the community against bullying and in favour of the victims ; La violencia por homofobia, bifobia, transfobia y la violencia de género en relaciones afectivo-sexuales aparecen con frecuencia en la base del acoso escolar. Los centros educativos cada vez son más conscientes de esta realidad y buscan actuaciones que prevengan y erradiquen dicha violencia. Paralelamente las investigaciones internacionales plantean como la prevención del acoso escolar requiere de una reorganización del centro educativo que incorpore el trabajo conjunto de toda la comunidad educativa (alumnado, familiares, profesorado, etc.). En este artículo recogemos datos sobre violencia escolar y su vinculación con el género, analizamos parte de la legislación española relacionada con esta problemática y realizamos una revisión de las investigaciones científicas internacionales al respecto. La contribución principal de este artículo es la presentación de ...

Homophobia, biphobia, transphobia and gender violence in sexual-affective relationships appear frequently in the bases of bullying. The educational centres are more conscious about this reality and look for actions to prevent and eradicate this kind of violence. At the same time, international research states that bullying prevention needs a re-organization of the educational centre incorporating the work of all the educational community (students, family, teachers, etc.). In this article we gather data on bullying and its connection to gender, part of the Spanish legislation related to this problem is analysed and we conducted an international literature review. The main contribution of this article is to present orientations and actions that prevent and contribute to eradicate gender violence and violence for homophobia, biphobia and transphobia through the school organization and school management. Some of these actions are inclusive education, democratization of the centres, making visible and not trivializing violence, and mainly the community participation and active positioning of all the community against bullying and in favour of the victims ; La violencia por homofobia, bifobia, transfobia y la violencia de género en relaciones afectivo-sexuales aparecen con frecuencia en la base del acoso escolar. Los centros educativos cada vez son más conscientes de esta realidad y buscan actuaciones que prevengan y erradiquen dicha violencia. Paralelamente las investigaciones internacionales plantean como la prevención del acoso escolar requiere de una reorganización del centro educativo que incorpore el trabajo conjunto de toda la comunidad educativa (alumnado, familiares, profesorado, etc.). En este artículo recogemos datos sobre violencia escolar y su vinculación con el género, analizamos parte de la legislación española relacionada con esta problemática y realizamos una revisión de las investigaciones científicas internacionales al respecto. La contribución principal de este artículo es la presentación de orientaciones y acciones que prevengan y contribuyan a erradicar la violencia de género y la violencia por homofobia, bifobia y transfobia a través de la organización y gestión de los centros educativos. Algunas de estas acciones son la educación inclusiva, la democratización de los centros, la visibilización y no trivialización de la violencia y principalmente la participación y posicionamiento activo de toda la comunidad educativa contra el bullying y a favor de las víctimas

Homophobia, biphobia, transphobia and gender violence in sexual-affective relationships appear frequently in the bases of bullying. The educational centres are more conscious about this reality and look for actions to prevent and eradicate this kind of violence. At the same time, international research states that bullying prevention needs a re-organization of the educational centre incorporating the work of all the educational community (students, family, teachers, etc.). In this article we gather data on bullying and its connection to gender, part of the Spanish legislation related to this problem is analysed and we conducted an international literature review. The main contribution of this article is to present orientations and actions that prevent and contribute to eradicate gender violence and violence for homophobia, biphobia and transphobia through the school organization and school management. Some of these actions are inclusive education, democratization of the centres, making visible and not trivializing violence, and mainly the community participation and active positioning of all the community against bullying and in favour of the victims ; La violencia por homofobia, bifobia, transfobia y la violencia de género en relaciones afectivo-sexuales aparecen con frecuencia en la base del acoso escolar. Los centros educativos cada vez son más conscientes de esta realidad y buscan actuaciones que prevengan y erradiquen dicha violencia. Paralelamente las investigaciones internacionales plantean como la prevención del acoso escolar requiere de una reorganización del centro educativo que incorpore el trabajo conjunto de toda la comunidad educativa (alumnado, familiares, profesorado, etc.). En este artículo recogemos datos sobre violencia escolar y su vinculación con el género, analizamos parte de la legislación española relacionada con esta problemática y realizamos una revisión de las investigaciones científicas internacionales al respecto. La contribución principal de este artículo es la presentación de orientaciones y acciones que prevengan y contribuyan a erradicar la violencia de género y la violencia por homofobia, bifobia y transfobia a través de la organización y gestión de los centros educativos. Algunas de estas acciones son la educación inclusiva, la democratización de los centros, la visibilización y no trivialización de la violencia y principalmente la participación y posicionamiento activo de toda la comunidad educativa contra el bullying y a favor de las víctimas