Suchergebnisse

Resumen:En las últimas décadas se han desarrollado numerosos programas que han tratado de integrar la enseñanza de las actitudes y valores en el campo de las habilidades sociales, la inteligencia emocional y el manejo del conflicto. Sin embargo todo parece indicar que estamos teniendo dificultades para fomentar en la escuela los valores que consideramos necesarios para la convivencia democrática. En este sentido, presentamos una propuesta para enseñar las actitudes y valores en el aula de educación secundaria basada en la experimentación de un ámbito de investigación escolar sobre problemas relacionados con el conflicto y la convivencia. Para indagar en las posibilidades del cambio actitudinal en el aula, se hizo el seguimiento investigativo de su aplicación práctica con un grupo de alumnos de 4º de ESO durante el curso 2010-2011, en un Centro de Atención Preferente situado en el extrarradio de la ciudad de Sevilla. Se estableció un sistema de categorías siguiendo una hipótesis de progresión y se codificaron las unidades de información recogidas en los cuadernos de los alumnos, en las grabaciones de audio de un grupo de debate y en el diario del investigador. El tratamiento cuantitativo, y el análisis cualitativo, de los resultados, muestran la evolución y caracterización de las actitudes en los distintos valores de la hipótesis de progresión, la correlación entre los esquemas cognitivos y la construcción de actitudes y valores, así como la posibilidad de reestructuración de éstos hacia mayores niveles de complejidad a través del trabajo en el aula con temas controvertidos con una metodología investigativa.Abstract:In recent decades numerous programs have been developed trying to integrate the teaching of attitudes and values in the field of social skills, emotional intelligence and conflict management. However it seems that we are having some difficulties in promoting moral values that we consider necessary for democratic coexistence. We present a proposal for teaching attitudes and values in high school classrooms based on an experiment in a Research-in-School Area on issues related to the conflict and coexistence. In order to investigate the possibilities of changing attitudes in classroom, practical application research was carried out with a group of students in the fourth year of secondary school (ESO), during the 2010-2011 academic year, in a Centre of Preferential Attention located on the outskirts of Seville. A system of categories was stablished following a hypothesis of progression and coded information units contained in the students' notebooks, in the audio recordings of a discussion group and in the researcher's journal. Quantitative treatment and qualitative analysis of the results show the evolution and characterization of attitudes in the different values of the hypothesis of progression, the correlation between cognitive schemes and the construction of attitudes and values, and also the possibility of restructuring these towards higher levels of complexity through work in the classroom with controversial topics with research methodology.

Uno de los principales retos de la investigación educativa actual es el de comprender el verdadero impacto que los discursos innovadores (sobre metodologías activas, aprendizaje competencial, TIC, etc.) están generando en los procesos de enseñanza y aprendizaje. Asumiendo esta premisa, el trabajo que aquí se presenta tomó como caso de estudio las clases de Geografía e Historia en Educación Secundaria de uno de los autores. Estas fueron concebidas como un dispositivo donde los pensamientos, acciones e intenciones de los participantes de la investigación, el docente-investigador y su alumnado, eran condicionados por un conjunto de significados procedentes de cuatro campos discursivos distintos: el marco normativo, el centro educativo privado, el Departamento de Ciencias Sociales y las propias clases de Geografía e Historia. Con apoyo en los métodos de la autoetnografía y el análisis crítico del discurso, los doce textos conformantes del corpus utilizado fueron sometidos a un procedimiento analítico articulado en cuatro fases: preanálisis, análisis lexicométrico, de contenido y lingüístico. Los resultados obtenidos permitieron confirmar empíricamente la brecha entre discursos innovadores y realidades escolares ya señalada por algunos autores, si bien revelaron la existencia de múltiples dificultades y problemas desapercibidos hasta el momento. Frente a una literatura excesivamente indulgente con los nuevos discursos educativos, las conclusiones obtenidas coinciden en que, en contextos como el correspondiente a este estudio, la innovación educativa está siendo concebida y practicada en clave mercantilista, como una moda, representando un síntoma más del modelo educativo neoliberal.

The purpose of this study was to offer an inside look at the coexistence of different ways of conceiving and organising the knowledge of social sciences in current schools. To this end, the methods of autoethnography and critical discourse analysis were used in a case study focused on the teaching experience of one of the authors. The system of categories constructed allowed us to empirically verify the existence of a conflict between two major epistemological paradigms, competency and disciplinary, in clear correspondence with a gap between innovative educational discourses and traditional school practices. In the case analysed, this conflict led to a curricular over-dimensioning, which aimed to expand the elements to be worked on by teachers and their students qualitatively and quantitatively. The causes of this phenomenon are related to neo-liberal pedagogical parameters and allowed us to conclude that we should not conceive of competency-based learning either as an educational change by itself or as a strategy that guarantees change.

Se presenta una síntesis general de las conclusiones extraídas en un trabajo de investigación desarrollado en el marco del Máster Universitario en Profesorado en Enseñanza Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas (MAES), de la Universidad de Sevilla. En concreto esta investigación se ha centrado en la problemática de la convivencia escolar utilizando como instrumento de análisis el constructo discurso-realidad. Esto supuso hacer una comparación entre dos objetos de estudio: por una parte, un conjunto de textos curriculares y organizativos seleccionados específicamente por constituir el marco legislativo del contexto escolar estudiado; y, por otra, la situación de convivencia real existente en un Centro Público de Secundaria de la ciudad de Sevilla ; We present an overview of the conclusions drawn in a research developed under the Master in Secondary School Teaching, Baccalaureate, Job Training and Language Teaching (MAES) of the University of Seville. Specifically, this research has focused on the problem of school life using as an analytical tool the speech-reality construct. This concerned a comparison between two objects of study: first, a set of curricular and organizational texts specifically selected because of constitute the legislative framework of the studied school context; secondly, the actual living situation existing in a public secondary school in Seville

This paper focuses citizenship education in Spain and Andalusia. We present a study where we show the main features of education for citizenship in Spain and analyze projects and programs offered by Andalusia's Consejería [Local Government Ministry] of Education to address the problem of coexistence. Specifically, the schools have various bodies and instruments including the Commission on Coexistence, the Coexistence Classroom, the Space of Peace School Project, the School Mediation Workshop, the Workshop on Reflection, etc. The concept of citizenship admits of different definitions adapted to the context and events. This research work shares the vision given by Pérez Luño (2002): Citizenship is defined as a concept belonging to a democratic society that grants the exercise of rights and implies the responsibility of duties. It is a concept closely related to the freedom and equality of the human being, free of impositions and submissions, and which aims to consider men and women as active and responsible actors in the social context. Taking an educational approach as a starting point, Karen O'Shea elaborates in 2003 a Glossary of terms for Education for Democratic Citizenship (O'Shea, 2003), taking as groundwork the reports, studies and programs developed by the Council of Europe about this topic. He highlights the double dimension (juridical and socio-cultural) of the term citizenship referring, on the one hand, to the personal status of an individual whose rights and duties are legally recognized and, on the other hand, to the role played by the individual. It means the values and rules of behavior with regard to other members belonging to the same community. To understand citizenship as a concept with a double dimension is to recognize the importance of its accomplishment, to highlight participation, and the necessity of looking for a way to grant peaceful coexistence fostering shared norms and values as well as the development of common awareness. Citizenship becomes not only a juridical status but also a way of life where it is necessary to share values and norms in order to cope with the common responsibilities of a social life. This final concept directly connects with the social and civic competence defined in European politics. Despite the differences, the common pillar of the social and civic competence is the education geared to the application of the social dimension of citizenship. This sort of education is currently in great demand. We are witnessing the increasing significance of education as a key aspect for the development of skills, abilities and attitudes granting a peaceful coexistence and the rights and duties of human beings. The so-called knowledge-based society demands individuals able to face continuous changes, take decisions without external influence of the means of communication, select information and be aware of the necessity to grant a peaceful coexistence and fight for equal rights. Consequently, citizenship education is understood as a current need born from the characteristics of our society, which emphasizes the requirement of active citizens, aware of their rights and responsible for their duties. Citizens capable of making their own decisions, with critical thinking, engaged in achieving the common good, defending and promoting democratic values, and willing to fight for equal opportunities as well as for the respect to diversity.

Se expone un proceso de experimentación curricular en la enseñanza de las Ciencias Sociales con alumnado de 4º curso de la Educación Secundaria Obligatoria (16 años de edad) en un centro educativo de un barrio (Torreblanca) del extrarradio de Sevilla. Esta propuesta educativa trabaja sobre la historia de dicho barrio, formado por los familiares y descendientes de los presos políticos del franquismo condenados a trabajos forzados en la construcción del Canal del Bajo Guadalquivir. Con este trabajo se pretende recuperar la memoria histórica y contribuir a la construcción de una identidad positiva de barrio, que sirva de soporte para promover una ciudadanía emancipada y socialmente comprometida, frente a la idea de identidad dependiente, que daría lugar a una ciudadanía asistida. La experimentación se incluye en un proyecto de enseñanza de las Ciencias Sociales estructurado en torno a problemas sociales relevantes, tratados en distintas escalas y con diferentes niveles de profundidad. De esta forma, el conocimiento de la problemática del espacio vivido y la sensibilización y compromiso con los problemas próximos constituirían un punto de partida para abordar problemas sociales más globales y complejos. ; We describe a process of curricular experimentation in the teaching of the Social Sciences with 4th year students of Secondary Education (16 years old) in a school in a neighborhood (Torreblanca) on the outskirts of Seville. This educational proposal works on the history of this district, consisting of families and descendants of Franco's political prisoners sentenced to hard labor in the construction of the Lower Guadalquivir Canal. This work seeks to recover the historical memory and contribute to building a local positive identity that serves as support to promote an emancipated and socially committed citizenship, facing to the idea of dependent identity, which would lead to an assisted citizenship. Experimentation is included in a project of Social Sciences teaching structured around relevant social problems, treated at different scales and with different levels of depth. Thus the knowledge of the problems of living space and awareness and commitment with proximity problems would constitute a starting point to address more global and complex social problems.

El objetivo principal de este estudio es la comprensión del ethos característico de las escuelas concertadas y privadas de confesión católica en España. A tal fin, se analizan las observaciones registradas por el profesorado en formación que realizó sus prácticas en ellos, en el marco del Máster Universitario en Formación del Profesorado de la Universidad de Sevilla (España). Se emplea un procedimiento analítico basado en la combinación de técnicas lexicométricas con la configuración de un sistema de categorías emergentes. La categoría La singularidad y la estética de la distinción, en la que se centra este trabajo, refleja la existencia de un conjunto de estrategias y tópicos discursivos que definen y articulan las identidades promovidas hoy por las escuelas católicas.

This study has been developed within the framework of a European Erasmus + project called ELEF†. The aim of this project is to develop, implement, evaluate and replicate innovative democratic learning environments. With this purpose, the Democracy Coaches are trained as agents of citizen participation and generators of democracy, both in educational centres and in informal educational settings. In this context, and during various training sessions, the Democracy Coaches work with the knowledge and skills they need to acquire. This paper focuses on the study and analysis carried out on the concepts expressed by these teachers of secondary education during their training. In order for them to become democracy coaches in the formal educational field, we address concepts such as democracy, citizenship and the most appropriate teaching-learning methodology for illustrating these concepts and competences, bearing in mind that they should educate citizens with full awareness of their rights and duties.

Se describe una propuesta para la formación inicial de maestros centrada en la idea de ambientalización e integración del currículo. La ciudad como medio y como cultura en la que nos desenvolvemos nos ofrece múltiples oportunidades de aprendizajes funcionales. Al mismo tiempo nos permite recuperar la perspectiva de las finalidades educativas en cuanto nos pone en contacto con los problemas sociales y ambientales de nuestro mundo y con la necesidad de educar para una ciudadanía democrática y participativa ; It describes a proposal for initial teacher training focused on the idea of greening and curriculum integration. The city as a medium and culture in which we live gives us multiple opportunities for learning functional. At the same time allows us to gain perspective of the educational aims as put us in contact with social and environmental problems of our world and the need to educate for democratic citizenship and participation

In recent decades, discourse on quality, school effectiveness, autonomy, and accountability, among other topics, has been used to try to transform schools. This paper explores this situation from the teaching perspective of one of its authors. Using autoethnography as a research and formative strategy, a mixed category system is constructed by combining a central category ("Neoliberal school") theoretically and deductively with three other subcategories of an emergent and inductive nature according to the parameters of grounded theory. The results reflect different perceptions of neoliberal educational discourse that depend on the discursive field in question (policy framework, school, department, or classroom). The conclusions underline the potential of autoethnography for understanding the current school reality and teacher professional development.

This study has been developed within the framework of a European Erasmus + project called ELEF†. The aim of this project is to develop, implement, evaluate and replicate innovative democratic learning environments. With this purpose, the Democracy Coaches are trained as agents of citizen participation and generators of democracy, both in educational centres and in informal educational settings. In this context, and during various training sessions, the Democracy Coaches work with the knowledge and skills they need to acquire. This paper focuses on the study and analysis carried out on the concepts expressed by these teachers of secondary education during their training. In order for them to become democracy coaches in the formal educational field, we address concepts such as democracy, citizenship and the most appropriate teaching-learning methodology for illustrating these concepts and competences, bearing in mind that they should educate citizens with full awareness of their rights and duties.