Suchergebnisse

Reseña del libro de Breo Tosar "Literacidad crítica: enseñar a leer el mundo para transformarlo a través del encuentro", editado en 2021 por la Unión Europea (ISBN: 9798712783144). ; [Resumen] Este libro analiza la literacidad crítica, en palabras del autor, no como un método o una técnica, sino como "una manera de enseñar para leer el mundo y transformarlo con la propia vida". La literacidad crítica juega un importante papel en la educación para la ciudadanía y la democracia. El autor consigue abordar este proceso de lectura de la realidad desde el plano conceptual, pero también presenta una propuesta de acción centrada en cuatro dimensiones, que van desde la lectura del mundo a su transformación, en una conexión permanente con la enseñanza y aprendizaje de las problemáticas sociales. ; [Abstract] Breo Tosar's book explores the question of critical literacy, not as a teaching and learning method or technique but, in his own words, as 'a way of teaching to read the world and transform it with life itself'. The author presents a conceptual analysis of this process of reading reality, together with a proposal for action based on the four dimensions of critical literacy. Critical literacy plays a vital role in citizenship education and democracy, and Tosar's proposal highlights the interplay between reading the world, transforming it and teaching and learning about social issues.

Breo Tosar's book explores the question of critical literacy, not as a teaching and learning method or technique but, in his own words, as 'a way of teaching to read the world and transform it with life itself'. The author presents a conceptual analysis of this process of reading reality, together with a proposal for action based on the four dimensions of critical literacy. Critical literacy plays a vital role in citizenship education and democracy, and Tosar's proposal highlights the interplay between reading the world, transforming it and teaching and learning about social issues. ; Este libro analiza la literacidad crítica, en palabras del autor, no como un método o una técnica, sino como "una manera de enseñar para leer el mundo y transformarlo con la propia vida". La literacidad crítica juega un importante papel en la educación para la ciudadanía y la democracia. El autor consigue abordar este proceso de lectura de la realidad desde el plano conceptual, pero también presenta una propuesta de acción centrada en cuatro dimensiones, que van desde la lectura del mundo a su transformación, en una conexión permanente con la enseñanza y aprendizaje de las problemáticas sociales.

Tras llevar a cabo una investigación histórica, se presenta una propuesta de trasferencia desde la historia local hacia la historia escolar. A través de un ejemplo aplicado al norte de España, concretamente al concejo de Carreño (Asturias, España), que se investigó desde el punto de vista histórico, se propuso una trasferencia didáctica que parte del estudio de las representaciones escolares sobre el medio próximo. En la propuesta se problematizan los saberes históricos escolares a través del uso de fuentes documentales que dan visibilidad a espacios, temáticas y personas, tradicionalmente invisibilizados por la historia escolar, pero que forman parte de la historia social o de la historia de las mujeres desde hace décadas. El caso escogido nos ha permitido identificar fuentes locales útiles para este cometido, generando una propuesta alineada con el nuevo marco curricular español.

Socio-environmental problems are some of the major concerns of today's society, and education is an essential area to raise awareness and mould future citizens who will be committed to sustainability. The purpose of this paper is to ascertain how future primary and secondary education teachers in the area of social sciences perceive the socio-environmental problems that affect today's society, for their subsequent inclusion in the curriculum. To this end, a study was carried out by means of a questionnaire, which showed that trainee primary and secondary teachers have a high consideration of these environmental problems, with hardly any differences noted according to sex or type of degree studied. This perception is positive in terms of the subsequent inclusion of socio-environmental problems in the development of the curriculum by the participating trainee teachers, who largely prefer an autonomous model for curricular implementation.

The purpose of this paper is to assess students' social representations of forced migration as a relevant social problem in the last year of primary education and the opportunity for its curricular inclusion. The study was carried out by means of a questionnaire, filled in by 6th-year primary education groups (11–12 years old) (n = 70), in a state-supported private school in the city of A Coruña (Galicia, Spain). The questionnaire was supported by three pictures of forced migrations from the media. In this case, the children had to interpret the pictures through a series of questions that sought to investigate their representations, the causes they identify in this social problem, their opinions, and possible solutions. Finally, the opportunity for the inclusion of social problems as curriculum content was addressed. The study shows that the students are in favor of migrants, that they use concepts from the social sciences in their arguments—albeit simple ones, and that they are in favor of the curricular inclusion of social problems, in which they develop representations through different sources of information.

[Abstract] The purpose of this paper is to assess students' social representations of forced migration as a relevant social problem in the last year of primary education and the opportunity for its curricular inclusion. The study was carried out by means of a questionnaire, filled in by 6th-year primary education groups (11–12 years old) (n = 70), in a state-supported private school in the city of A Coruña (Galicia, Spain). The questionnaire was supported by three pictures of forced migrations from the media. In this case, the children had to interpret the pictures through a series of questions that sought to investigate their representations, the causes they identify in this social problem, their opinions, and possible solutions. Finally, the opportunity for the inclusion of social problems as curriculum content was addressed. The study shows that the students are in favor of migrants, that they use concepts from the social sciences in their arguments—albeit simple ones, and that they are in favor of the curricular inclusion of social problems, in which they develop representations through different sources of information. ; Ministry of Science and Innovation of the Government of Spain; PID2020-117147RA-I00