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Moreno, J.M. y Gortazar, L. (2024). Educación Universal. Por qué el proyecto más exitoso de la historia genera malestar y nuevas desigualdades. DEBATE. ISBN 978-84-19642-92-9
No full textEn la obra Educación Universal. Por qué el proyecto más exitoso de la historia genera malestar y nuevas desigualdades, Juan Manuel Moreno y Lucas Gortazar no solo se proponen reflexionar de forma profunda y crítica sobre los sistemas educativos actuales, sino también evidenciar los diversos factores que inciden en su configuración y cómo lo viven distintos grupos de actores implicados y la sociedad en su conjunt
Chaves analíticas para a compreensão do projeto educacional da nova direita: Estratégias essenciais e particularidades brasileiras
No full textEssay based on intensive literature review to characterize the educational project of the New Right in the XXI century. The Argentine case contributed to illuminate the Brazilian case, allowing to visualize three common strategies of the educational project of the New Right: the reissue of the debate on the role of the family and the State starting from the questioning of the inclusion of historical-dialectical materialism and the gender studies in curricular content; the expansion and diversification of the meanings of privatization and the subsidiary role of the State in education; and the recomposition of the relationship between education and employment/occupation with the reforms of secondary education and the consolidation of the process of individualization of the social. These strategies are distinguished from some particularities of the Brazilian case (such as the militarization of schools or the expansion of home education (or home schooling), not addressed in this article). The literature consulted points to two cross-cutting and necessary axes of this educational project: the devaluation of reflective professional teaching work, and the disarticulation of educational policies for the school inclusion of historically disadvantaged groups. We conclude that it is possible to distinguish an educational project articulated by the New Right, which updates the transcendental controversies of educational policy.Ensaio baseado em revisão intensiva da literatura, que objetiva caracterizar o projeto educacional da Nova Direita no século XXI. A partir do caso brasileiro foi realizada uma aproximação ao caso argentino, que permitiu desvendar estratégias comuns do projeto nos dois países: a reedição do debate sobre o papel da família e do Estado a partir do questionamento à incorporação do materialismo histórico-dialético e os estudos de gênero nos conteúdos curriculares; a ampliação e diversificação dos sentidos de privatização da educação e o reforço ao papel subsidiário do Estado em matéria educacional; e a recomposição da relação entre educação e emprego/ocupação com as reformas do ensino médio e a consolidação do processo de individualização do social. O caso argentino permitiu visualizar algumas táticas particulares do projeto educacional da Nova Direita no Brasil: a militarização das escolas e a expansão da educação domiciliar, não abordadas neste artigo. A revisão de literatura realizada permite apontar dois eixos transversais necessários para a implementação desse projeto: a desvalorização do trabalho docente profissional reflexivo, e a desarticulação das políticas educativas de diversidade voltadas para a inclusão escolar de grupos historicamente desfavorecidos. Concluímos que é possível distinguir um projeto educacional articulado pela Nova Direita, que reinstala e atualiza polêmicas transcendentais da política educacional
Généalogie des lieux et corésistances autochtones : transmissions des savoirs territoriaux en contextes d’extractivisme de masse
No full textThis article presents and analyzes an international gathering between five Indigenous Nations from Canada, Chile and Mexico at Wemotaci, Canada, in 2023. The nations participating in this gathering, organized as part of a partnership on the transmission of knowledge in indigenous contexts, focused their discussions on land-based pedagogies as tools of resistance in their common struggle against extractivism. With this in mind, the theoretical framework presented here articulates in an original way the concepts of resistance, land-based pedagogy and genealogy of places. Finally, the gathering is analyzed as a process of research decolonization in an indigenous context, based on the sharing of narratives and ceremonies, which contributes to the movement of inter-national co-resistance through the reconnection between Indigenous Nations and their territories.Cet article présente et analyse une rencontre internationale entre cinq Nations Autochtones du Canada, du Chili et du Mexique, qui s’est tenue à Wemotaci, au Canada, en 2023. Les nations participant à cette rencontre, organisée dans le cadre d\u27un partenariat sur la transmission des savoirs dans les contextes autochtones, ont centré leurs discussions sur les pédagogies territoriales comme outils de résistance, car elles partagent une lutte commune contre l\u27extractivisme. Dans cette optique, le cadre théorique présenté articule de manière originale les concepts de résistance, de pédagogie territoriale et de généalogie des lieux. Finalement, la rencontre est analysée comme une démarche de décolonisation de la recherche en contexte autochtone qui s\u27appuie sur le partage des récits et de cérémonies et qui contribue au mouvement de co-résistance inter-nationale par la reconnexion entre Nations Autochtones et avec leurs territoires
Ionin, Tania, and Silvina Montrul (2023), Second language acquisition: introducing intervention research, Cambridge, Cambridge University Press, 240 pp. [ISBN: 978-10-0901-356-7]
No full textAproximativos temporales y estatuto de su componente polar: la polaridad en "aún" y "todavía"
No full textThis study focuses on characterizing the polarity component of the adverbs aún and todavía and explores their nature as approximatives. These are defined by the intersection of two components: the proximal (the degree of closeness one event has to another) and the polar (the inversion of truth values of the proposition). Although literature considered aún and todavía as a tense adverbs, this work proposes an approach centered on their polar characteristics and the description of their approximative polar component. Therefore, it presents an analysis that not only describes the polarity of these lemmas but also suggests them as an aproximative adverbs.Este estudio se centra en la caracterización del componente polar de los adverbios aún y todavía y explora su naturaleza como aproximativos. Estos últimos se definen mediante la intersección de dos componentes: el próximo (el grado de cercanía que un evento tiene con otro) y el polar (la inversión de los valores de verdad de la proposición). Aunque tradicionalmente se han considerado aún y todavía adverbios temporales, este trabajo propone un enfoque centrado en sus características polares y en la descripción de su componente aproximativo polar. Se presenta, por lo tanto, un análisis que no solo describe la polaridad de estos lemas, sino que también los propone como adverbios de carácter aproximativo
A existência do «eu» feminino negro em «Balada de amor ao vento» de Paulina Chiziane
No full textPaulina Chiziane\u27s work gives voice to the collective self of black and Mozambican women whose destiny is to submit and resign to suffering. This miserable existence is questioned. Women have an important role in the preparation and maintenance of this existence after the purchase, or lobolo, which enslaves wives to the will of a polygamous husband. Along this outrageous path, the female self faces the inevitability of ephemeral happiness and atrocious suffering. In Balada de Amor ao Vento, the protagonist tells her existence, which sways between illusion and disappointment, fortune and misery, and an insatiable desire to love. Sarnau denounces the destiny traced by tradition and habits in which dream and fantasy are her only way to escape. The uncontrollable wind will be her life sail and the water - river, sea and rain – will mean change to a destiny that she denies to search for loveLa obra de Paulina Chiziane da voz al yo colectivo de las mujeres negras y mozambiqueñas. Interroga la miserable existencia del yo negro femenino cuyo destino es someterse y resignarse al sufrimiento. Las mujeres tienen un papel importante en la preparación y mantenimiento de esta existencia del yo femenino después de su compra, o lobolo, que lo esclaviza a la voluntad de un marido polígamo. En este transcurso, el yo femenino se enfrenta a lo inevitable de la felicidad efímera y el sufrimiento atroz. En Balada de Amor al Viento, la protagonista cuenta su existencia, que oscila entre la ilusión y el desengaño, la fortuna y la miseria, y un deseo insaciable de amar. Sarnau denuncia el destino trazado por tradiciones y costumbres para el yo femenino en el que el sueño y la fantasía son su única vía de escape. El viento indomable será la vela de su vida y el agua - el río, el mar y la lluvia - el espacio de cambio de un destino al que reniega en busca del amor.A obra de Paulina Chiziane dá voz ao eu coletivo da mulher negra e moçambicana. Interroga a existência miserável do eu feminino negro cujo destino é submeter-se e resignar-se ao sofrimento. As mulheres têm um papel relevante na preparação e manutenção dessa existência do eu feminino após a sua compra, ou lobolo, que o escraviza à vontade de um marido polígamo. Neste percurso, o eu feminino depara-se com a inevitabilidade de uma felicidade efémera e um sofrimento atroz. Em Balada de Amor ao Vento, a protagonista conta a sua existência, que oscila entre a ilusão e a desilusão, a fortuna e a miséria, e um desejo insaciável de amar. Sarnau denuncia o destino traçado pelas tradições e costumes para o eu feminino em que o sonho e a fantasia são a sua única escapatória. O vento indomável será a vela da sua vida e a água - o rio, o mar e a chuva - o espaço da mudança de um destino que renega em busca do amor
Del detective poscolonial al detective subversivo en la literatura camerunesa: de Mongo Beti a Mutt-Lon, el folclore como revolucion del estilo detectivesco
No full textThe detective genre has a different evolution from the post-colonial period to the postmodern in this work it is intended to show, comparing this evolution of two authors Mongo Beti and Mutt-Lon. This is to demonstrate that the trajectory of the post-colonial detective differs from that of the current subversive detective. The post-colonial era is the period of nationalist struggles, while postmodern subversion clarifies the codes contained in new detective stories.El género detective tiene una evolución distinta desde el período poscolonial hasta el postmoderno En este trabajo se pretende mostrar, comparando esta evolución de dos autores Mongo Beti y Mutt-Lon. Se trata de demostrar que la trayectoria del detective postcolonial difiere de la del detective subversivo actual. La época poscolonial es el período de las luchas nacionalistas, mientras que la subversión posmoderna clarifica los códigos contenidos en las nuevas historias de detectives
La división del trabajo en la creación de una encuadernación copta
No full textThe aim of this paper is to analyze the difficulties that the process of making an old Coptic binding (2nd – 3rd centuries CE) raises in order to determine whether the division, and therefore the specialization of the tasks, was necessary. The article is structured in an introduction, where basic aspects of context will be addressed to understand the origin of the binding and its development; the steps of experimentation itself from scratch (materials, preparation of the different phases, ...); and finally, the results obtained are presented and discussed, and the conclusions presented.
El objetivo de este trabajo es analizar las dificultades de realizar una encuadernación copta antigua (Ss. II – III d.C.) para determinar si la división del trabajo y, por tanto, la especialización de las tareas, era necesaria. El texto se estructura en una introducción, donde se tratarán aspectos básicos de contexto para comprender el origen de la encuadernación y su desarrollo; los pasos de la experimentación propiamente dicha desde cero (materiales, preparación de las diferentes fases, …); y finalmente, se exponen y discuten los resultados obtenidos, y se presentan las conclusiones
LAS COMPETENCIAS DOCENTES EN LA FORMACIÓN INICIAL DEL PROFESORADO BELGA
No full textAfter an introduction that briefly describes the Belgian federal structure, its education system and its teacher training system, the article then describes how the "Missions" law establishes a new framework for the Belgian basic school and that, in accordance with this law, two decrees define the basic framework for the reform of the Belgian initial teacher training programs, establishing a teacher profile with six key frames: social actor, researcher, educated teacher, person, pedagogue and practitioner, each of which provides a comprehensive vision that attributes the development of these competences to the teacher. He then concludes by showing a flexible view of their intervention in the education system.Tras una introducción donde de forma breve se describen la estructura federal belga, su sistema educativo y el de la formación del profesorado, se pasa a relatar como la ley “Missions” establece un nuevo marco para la escuela fundamental belga y que de acuerdo con esa ley, dos decretos definen el marco básico para la reforma de los planes de estudio de formación inicial del profesorado belga estableciendo un perfil de profesor con seis marcos clave: actor social, investigador, maestro instruido, persona, pedagogo y práctico, cada uno de los cuales aportando esa visión integral que le atribuye el desarrollo de esas competencias. Posteriormente se concluye mostrando una visión flexible de su intervención en el sistema educativo
Valle, J.M; Manso, J. y Sánchez-Tarazaga, L. (2023). Competencias profesionales docentes. EL MODELO 9:20. Narcea. ISBN: 978-8427730922
No full textIn a world that is constantly changing and necessitates new skills tailored to the demands of a globalized environment, education is one of the most important keys to navigating it. As society progresses, individuals need to continuously learn and adapt. Education not only provides the necessary professional and academic skills but also fosters life-long abilities in every context. Based on these principles, we determine that teachers are one of the major factors in the success of education. Therefore, their expertise must be evaluated and permanently improved. This is where the model\u27s significance comes into play, as it establishes an original, innovative, and complete approach to teachers’ qualification by proposing a total of 20 competences contextualized in nine different scenarios that frame teachers\u27 educational activity. Nevertheless, Key competences are not a new concept; they have been resonating since the European Union defined them as a group of knowledge, skills, and attitudes needed by all for personal fulfillment and development, employability, social inclusion, and active citizenship in the Council Recommendation of December 18, 2006. In light of this, we can say that competence is more than simply knowing how to do something; rather, it is the ability to do it successfully as a result of other skills, support, and, obviously, knowledge.
Additionally, life-long learning is a term that alludes to the process of acquiring and expanding knowledge, skills, and dispositions throughout one’s life to foster well-being (Laal & Salamati, 2012). This is a truly open concept that can happen in all educational contexts, from formal ones through specialization and updating courses to informal ones in our everyday life experiences. So, life-long learning is a crucial aspect of personal and professional growth and a continuous journey that requires dedication, perseverance, and a willingness to learn from ourselves, others, and our experiences