Suchergebnisse

TIC, estudio de caso, desarrollo del currículum, resultados de aprendizaje, condiciones de trabajo del profesorado, organización del tiempo y el espacio ; [spa] Este informe presenta parte de los procesos y los resultados del proyecto de I+D+I: Políticas y prácticas en torno a las TIC en la enseñanza obligatoria: Implicaciones para la innovación y la mejora, parcialmente financiado por Ministerio de Ciencia e Innovación. SEJ2007-67562. Recoge los cuatro estudios de caso llevados a cabo en dos Institutos de Enseñanza Secundaria Obligatoria y dos centros de educación primaria de Cataluña, que nos han posibilitado elucidar el impacto de las políticas de uso de las TIC y de otras iniciativas políticas para favorecer la innovación y la mejora en cada centro, prestando especial atención a: (a) los temas organizativos relacionados con el tiempo y el espacio; (b) el desarrollo del currículum en el centro (visiones sobre el conocimiento, el aprendizaje, el papel del alumnado y el profesorado, el lugar de las TIC, etc.); (c) las condiciones de trabajo del profesorado (acceso a formación, espacios y prácticas de colaboración; desarrollo profesional); (d) los resultados del aprendizaje (valor intelectual, social y personal de lo aprendido; capacidad de transferencia para seguir aprendiendo ; [cat] Aquest informe presenta part dels procesos i els resultats del projecte I+D+I: Polítiques i pràctiques al voltant de les TIC a l'ensenyament obligatori: Implicacions per a la innovació i la millora, parcialment finançat pel Ministerio de Ciencia e Innovación. SEJ2007-67562. Es recullen els quatre estudis de cas duts a terme en dos instituts d'Ensenyament Obligatori i dos centres d'educació primària de Catalunya, que ens han possibilitat elucidar l'impacte de les polítiques d'ús de les TIC i d'altres iniciatives polítiques per afavorir la innovació i millora a cada centre, presentant una especial atenció a: (a) els temes organtizatius relacionats amb el temps i l'espai; (b) el desenvolupament del currículum al centre (visions sobre el coneixement, l'aprenentatge, el paper de l'alumnat i el professorat, el lloc de les TIC, tec.); (c) les condicions de treball del professorat (accés a formació, espais i practiques de col·laboració; desenvolupament profesional); (d) els resultats d¿aprenentatge (valor intel·lectual, social i personal d'allò après; capacitat de transferència per a seguir aprenent). ; [eng] This report presents part of the processes and results from the I+D+I project: Políticas y prácticas en torno a las TIC en la enseñanza obligatoria: Implicaciones para la innovación y la mejora (Policy and practices related to ICT in obligatory education: Implications for innovation and improvement), partially funded by the Spanish Ministerio de Ciencia e Innovación (Ministry for Science and Innovation). SEJ2007-67562. It brings together four case studies carried out in two public secondary schools and in two primary schools in Catalonia, which have allowed the researchers to elucidate the impact of policy which determines the use of ICT, as well as of other political initiatives that favour innovation and improvement in each centre. Special attention has been given to: (a) themes regarding the organisation of time and space; (b) each centre's curriculum development (views on knowledge and learning, the students' and teachers' roles, the place of ICT in education, etc); (c) teachers' work conditions (access to training, spaces and practices that facilitate collaboration, professional development); (d) learning results (intellectual, social and personal value given to what is learned, capacity to transfer skills and knowledge in order to continue learning).

The analysis of the case of the University of Aysén presented in this work allows us to describe and understand some of the difficulties that regional universities in Chile have in relation with their territory and their impact on local development. This problem, which shows the inequality and weakness of the Chilean education system, appears continually in various national and international assessments. Our thesis is that these difficulties are one of the many expressions of the persistence of a center-periphery cleavage manifested in a territorial insensitivity or centralist paradigm in public policies in Chile, which have been oriented towards homogeneous and centralist responses in response to different needs and territorial realities. This situation happens regardless of the political orientation of the government (democratic or authoritarian) or the pre-eminence of state or market planning as a regulator of the system. ; El análisis del caso de la Universidad de Aysén, que presenta este trabajo, permite describir y comprender algunas de las dificultades que muestran las universidades regionales en Chile para vincularse con su territorio e impactar en el desarrollo local. Este problema, que evidencia una arista de desigualdad y debilidad del sistema de educación chileno, es una constante en las diferentes evaluaciones nacionales e internacionales. Nuestra tesis es que estas dificultades son una de las tantas expresiones de la persistencia de un clivaje centro-periferia, que se manifiesta en una insensibilidad territorial o paradigma centralista de las políticas públicas en Chile, que con independencia de la orientación política del gobierno (democrática o autoritaria) o la preeminencia de la planificación estatal o del mercado como regulador del sistema, ha tendido a respuestas homogéneas y centralistas para enfrentar realidades y necesidades territoriales diversas.

The analysis of the case of the University of Aysén presented in this work allows us to describe and understand some of the difficulties that regional universities in Chile have in relation with their territory and their impact on local development. This problem, which shows the inequality and weakness of the Chilean education system, appears continually in various national and international assessments. Our thesis is that these difficulties are one of the many expressions of the persistence of a center-periphery cleavage manifested in a territorial insensitivity or centralist paradigm in public policies in Chile, which have been oriented towards homogeneous and centralist responses in response to different needs and territorial realities. This situation happens regardless of the political orientation of the government (democratic or authoritarian) or the pre-eminence of state or market planning as a regulator of the system.

Este texto se presentó como comunicación al II Congreso Internacional de Etnografía y Educación: Migraciones y Ciudadanías. Universidad Autónoma de Barcelona, Barcelona, 5-8 Septiembre 2008. ; The aim of this paper is present some issues and findings coming from the ethnographic Studies developed at four primary schools as part of the research project "The role of primary school in the construction of children's subjectivities" (BSO2003-06157, sponsored by the Spanish Ministry of Science and Technology, 2003-2006). The main emphasis of this presentation is to explore the ethnographic decisions taken to cope with the necessity of sharing a common methodological frame and, at the same time, to response in a flexibly way to the particular differences of each school institution. A constructionist methodological approach (Guba and Lincoln, 1994; Schawandt, 1994; Gergen, 2006) has guided the research, by combining document analysis with interviews, discusión groups and ethnographic studies (Denzin, 1997). From the evidences collected four kaleidoscopic stories have been written. The process to construct this methodology started by making discourse analysis of documents produced by educational authorities, political parties and initial teachers' education trainers in order to make explicit their main representations of childhood and main subjectivity representations. This research has developed a narrative approach to ethnography based on experimenting between the modes of observation, and their transcription into narratives that bring an undecided and fragmentary view of experience. This narrative approach complements with a performative perspective on subjectivity, which is based on avoiding the fixation of subjective patterns, and on favoring the description of processes and fluxes, even when those showed discontinuities, contradictions, and gaps in the construction of subjectivity. Due to the complexity of this research, because of the multiplicity and diversity of agents and voices intervening, as well as the different trajectories of ourselves as researchers, it was crucial to discuss and share any emerging issue in the comings and goings of the ethnographical teams registered by them by means of drafts. To be able to carry out this work the four teams conducting the fieldwork met monthly with the whole research group. Four stories written under the narrative perspective (Clandinin and Connely, 2000) were produced. The final ethnographic report of each school preserves and collages the different observational and narrative strategies developed by the researchers. These narratives show the main features of children's experiences of subjectivity produced at these primary schools, and allowed to researchers and teachers to infer theoretical knowledge and educational considerations by establishing several comparisons among them. Each of them reflects on shared themes, while it also emphasizes the singularities of each observational practice and the particular stories of the observed groups and places. These themes could be common or differentiated among schools.