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Mitologías de la Naturaleza en El Señor de los Anillos y su proyección didáctica / Mythologies of Nature in The Lord of the Rings
No full textThis study deals with the perspectives of the various ecocritical currents to shape new readings and ways of approaching The Lord of the Rings. To do this, the mythologies of Nature present in the Lord of the Rings, are described from an ecocritical perspective, highlighting the elements concerning each element of Nature in relation to episodes and characters of the work. Finally, various criteria are proposed for a didactic intervention with regard to the text.
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M
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Detectar idioma
Afrikáans
Albanés
Alemán
Árabe
Armenio
Azerí
Bengalí
Bielorruso
Birmano
Bosnio
Búlgaro
Canarés
Catalán
Cebuano
Checo
Chichewa
Chino (Simp)
Chino (Trad)
Cincalés
Coreano
Criollo haitiano
Croata
Danés
Eslovaco
Esloveno
Español
Esperanto
Estonio
Euskera
Finlandés
Francés
Galés
Gallego
Georgiano
Griego
Gujarati
Hausa
Hebreo
Hindi
Hmong
Holandés
Húngaro
Igbo
Indonesio
Inglés
Irlandés
Islandés
Italiano
Japonés
Javanés
Jemer
Kazajo
Lao
Latín
Letón
Lituano
Macedonio
Malayalam
Malayo
Malgache
Maltés
Maorí
Maratí
Mongol
Nepalí
Noruego
Persa
Polaco
Portugués
Punjabí
Rumano
Ruso
Serbio
Sesoto
Somalí
Suajili
Sueco
Sundanés
Tagalo
Tailandés
Tamil
Tayiko
Telugu
Turco
Ucraniano
Urdu
Uzbeco
Vietnamita
Yidis
Yoruba
Zulú
Afrikáans
Albanés
Alemán
Árabe
Armenio
Azerí
Bengalí
Bielorruso
Birmano
Bosnio
Búlgaro
Canarés
Catalán
Cebuano
Checo
Chichewa
Chino (Simp)
Chino (Trad)
Cincalés
Coreano
Criollo haitiano
Croata
Danés
Eslovaco
Esloveno
Español
Esperanto
Estonio
Euskera
Finlandés
Francés
Galés
Gallego
Georgiano
Griego
Gujarati
Hausa
Hebreo
Hindi
Hmong
Holandés
Húngaro
Igbo
Indonesio
Inglés
Irlandés
Islandés
Italiano
Japonés
Javanés
Jemer
Kazajo
Lao
Latín
Letón
Lituano
Macedonio
Malayalam
Malayo
Malgache
Maltés
Maorí
Maratí
Mongol
Nepalí
Noruego
Persa
Polaco
Portugués
Punjabí
Rumano
Ruso
Serbio
Sesoto
Somalí
Suajili
Sueco
Sundanés
Tagalo
Tailandés
Tamil
Tayiko
Telugu
Turco
Ucraniano
Urdu
Uzbeco
Vietnamita
Yidis
Yoruba
Zulú
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CerrarEste estudio pretende aplicar las perspectivas de las diversas corrientes ecocríticas para conformar nuevas lecturas y formas de aproximarnos a El Señor de los Anillos. Para ello, se describen las mitologías de la Naturaleza presentes en ESDLA desde una perspectiva ecocrítica, subrayando los elementos concernientes a cada uno de elementos de la Naturaleza en relación a episodios y personajes de la obra. Finalmente, se proponen diversos criterios para una intervención didáctica a propósito del texto.
Abstract
This study deals with the perspectives of the various ecocritical currents to shape new readings and ways of approaching The Lord of the Rings. To do this, the mythologies of Nature present in The Lord of the Rings, are described from an ecocritical perspective, highlighting the elements concerning each element of Nature in relation to episodes and characters of the work. Finally, various criteria are proposed for a didactic intervention with regard to the text.
Keywords: Ecocriticism; The Lord of the Rings; Mythology; Nature; Literary Education.
G
M
T
Detectar idioma
Afrikáans
Albanés
Alemán
Árabe
Armenio
Azerí
Bengalí
Bielorruso
Birmano
Bosnio
Búlgaro
Canarés
Catalán
Cebuano
Checo
Chichewa
Chino (Simp)
Chino (Trad)
Cincalés
Coreano
Criollo haitiano
Croata
Danés
Eslovaco
Esloveno
Español
Esperanto
Estonio
Euskera
Finlandés
Francés
Galés
Gallego
Georgiano
Griego
Gujarati
Hausa
Hebreo
Hindi
Hmong
Holandés
Húngaro
Igbo
Indonesio
Inglés
Irlandés
Islandés
Italiano
Japonés
Javanés
Jemer
Kazajo
Lao
Latín
Letón
Lituano
Macedonio
Malayalam
Malayo
Malgache
Maltés
Maorí
Maratí
Mongol
Nepalí
Noruego
Persa
Polaco
Portugués
Punjabí
Rumano
Ruso
Serbio
Sesoto
Somalí
Suajili
Sueco
Sundanés
Tagalo
Tailandés
Tamil
Tayiko
Telugu
Turco
Ucraniano
Urdu
Uzbeco
Vietnamita
Yidis
Yoruba
Zulú
Afrikáans
Albanés
Alemán
Árabe
Armenio
Azerí
Bengalí
Bielorruso
Birmano
Bosnio
Búlgaro
Canarés
Catalán
Cebuano
Checo
Chichewa
Chino (Simp)
Chino (Trad)
Cincalés
Coreano
Criollo haitiano
Croata
Danés
Eslovaco
Esloveno
Español
Esperanto
Estonio
Euskera
Finlandés
Francés
Galés
Gallego
Georgiano
Griego
Gujarati
Hausa
Hebreo
Hindi
Hmong
Holandés
Húngaro
Igbo
Indonesio
Inglés
Irlandés
Islandés
Italiano
Japonés
Javanés
Jemer
Kazajo
Lao
Latín
Letón
Lituano
Macedonio
Malayalam
Malayo
Malgache
Maltés
Maorí
Maratí
Mongol
Nepalí
Noruego
Persa
Polaco
Portugués
Punjabí
Rumano
Ruso
Serbio
Sesoto
Somalí
Suajili
Sueco
Sundanés
Tagalo
Tailandés
Tamil
Tayiko
Telugu
Turco
Ucraniano
Urdu
Uzbeco
Vietnamita
Yidis
Yoruba
Zulú
La función de sonido está limitada a 200 caracteres
Opciones : Historia : Feedback : Donate
Cerra
El Proyecto Lingüístico de Centro: una evolución necesaria para la mejora de la Competencia en Comunicación Lingüística / Language Project: the importance of educational evolution in the improvement of communicative competence
No full textOver the last decade, it is being confirmed that language projects are improving the traditional poor results in communicative and linguistic competence as well as in the educative disjointed and unsuccessful measures in Spain. In the present times we can discern a new and more satisfactory era based on a set of actions that a language project completely adapted to the context is taking place in some Spanish schools. Language politics in some Spanish regions are improving communicative competence in students as an integral and innovative response to the detected weaknesses. This article comes to outline the last implemented measures in Spain forward in this respect.En la última década se observa la consolidación del Proyecto Lingüístico de Centro (PLC) como respuesta a los tradicionales procelosos resultados en competencia en comunicación lingüística del alumnado (CCL) y a las acciones educativas tan poco exitosas que de forma inconexa se vienen sucediendo en España. Parece vislumbrarse una nueva época con mejores frutos protagonizada por el consenso en un conjunto de medidas que un plan global de centro adaptado a su contexto está produciendo en algunos centros educativos españoles. Las políticas lingüísticas de algunas comunidades en España facilitan la implementación de un PLC para mejorar la Competencia en Comunicación Lingüística del alumnado como respuesta integral e innovadora a las carencias detectadas en pruebas externas. Este artículo resume las últimas medidas implementadas en territorio español a este respecto.
Abstract
Over the last decade, it is being confirmed that language projects are improving the traditional poor results in communicative and linguistic competence as well as in the educative disjointed and unsuccessful measures in Spain. In the present times we can discern a new and more satisfactory era based on a set of actions that a language project completely adapted to the context is taking place in some Spanish schools. Language politics in some Spanish regions are improving communicative competence in students as an integral and innovative response to the detected weaknesses. This article comes to outline the last implemented measures in Spain forward in this respect. Keywords: Language Projet; Communicative and Linguistic Competence; Language Politics; Educative Measures; Bilingualism
Rayuela 2.0: Uma ferramenta para promover o trabalho inovador dos professores, gerando projetos de pesquisa rigorosos
No full textIn this article we present Hopscotch 2.0, a theoretical framework and a Webtool developed with the aim of helping novice researchers in the fields of education and social sciences, to generate solid and well-informed research designs. The present work shows the evaluation process of Rayuela 1.0, the obtained formal results, and the changes made to the initial version of Hopscotch that have helped de development of an enhanced 2.O version. Hopscotch is a tool available to teachers interested in the proposal of innovations based on the systematic and rigorous analysis of their practices. The 2.0 offers a web tool for the interactive generation of qualitative, quantitative and mixed method, rigorous and well-informed research designs that allow educators to analyze, criticize and improve their practice. The new improved version of Rayuela is bilingual and offers spaces for the sharing and discussion of the research designs created by its users.En este artículo presentamos Rayuela 2.0, un marco teórico y una herramienta web pensados para ayudar a investigadores noveles en educación y ciencias sociales, en la generación de diseños de investigación sólidos y bien informados. Este trabajo muestra el proceso de evaluación de la versión 1.0 de Rayuela, los resultados formales obtenidos, y los cambios realizados en la propuesta inicial de Rayuela, que han permitido desarrollar una nueva versión 2.0 mejorada. Ésta constituye una herramienta al alcance de maestros y maestras interesados en la propuesta de innovaciones fundamentadas en el análisis sistemático y riguroso de sus prácticas. Rayuela 2.0 ofrece una herramienta web para la generación interactiva de diseños de investigación cualitativos, cuantitativos y de método mixto, rigurosos y bien informados que permitan a educadores analizar, criticar y mejorar su práctica. La nueva versión mejorada de Rayuela es bilingüe y ofrece espacios web para la compartición y discusión de los diseños de investigación creados por sus usuarios.Neste artigo apresentamos o Rayuela 2.0, um arcabouço teórico e uma ferramenta web destinada a ajudar novos pesquisadores em educação e ciências sociais, na geração de projetos de pesquisa sólidos e bem informados. Este trabalho mostra o processo de avaliação da versão 1.0 da Rayuela, os resultados formais obtidos, e as alterações feitas na proposta inicial da Rayuela, que permitiram desenvolver uma nova versão 2.0 melhorada. Esta é uma ferramenta disponível para professores interessados na proposta de inovações com base na análise sistemática e rigorosa de suas práticas. O Rayuela 2.0 oferece uma ferramenta web para a geração interativa de métodos qualitativos, quantitativos e mistos, rigorosos e bem informados, que permitem aos educadores analisar, criticar e melhorar suas práticas. A nova versão melhorada do Rayuela é bilíngüe e oferece espaços na web para compartilhamento e discussão de projetos de pesquisa criados por seus usuários
Una propuesta de aprendizado-servicio en la formación inicial de educadores sociales: cerrando la brecha digital de las personas mayores
No full textService Learning (ApS) is a powerful educative methodology into higher education in our country. In this article we present an experience based on the ApS. Where we analyze the different phases through which this methodology passes in a specific case at the University of Valladolid. The experience was carried out with students of the Bachelor Degree in Social Education in the subject of ICTs Applied to Education in the first year and a group of some forty Elderly People in the Municipal Centers of the City of Valladolid. The main objective of the educational process is to cover a demand of older people who attend these centers over the digital world through a training process that includes the use of different apps, online services and other digital tools. The objective for the univesity students was that they are capable of developing social and civic competences, acquiring an ethical commitment and a social responsibility through the transfer of their theoretical knowledge to the practice, elaborating a design of a proposal of media literacy for elderly people and their implementation in the university classrooms in a morning session of coexistence.El Aprendizaje Servicio (ApS) es una poderosa metodología formativa que se ha hecho un hueco en la educación superior de nuestro país. En este artículo presentamos una experiencia basada en el ApS donde analizamos las distintas fases por las que pasa esta metodología en un caso concreto en la Universidad de Valladolid. La experiencia se llevó a cabo con estudiantes del Grado de Educación Social en la asignatura de TICs Aplicadas a la Educación de primer curso y un colectivo de unas cuarenta personas mayores de los Centros Municipales del Ayuntamiento de Valladolid. El objetivo principal del proceso educativo es cubrir una demanda de las personas mayores que asisten a estos centros sobre la brecha digital a través de un proceso formativo que incluya uso de diferentes apps, servicios on line y otras herramientas digitales. El objetivo para las y los estudiantes de Educación Social es que sean capaces de desarrollar competencias sociales y cívicas adquiriendo un compromiso ético y una responsabilidad social a través de la transferencia de sus conocimientos teóricos a la práctica elaborando un diseño de una propuesta de alfabetización mediática para este colectivo de personas mayores y su posterior puesta en marcha en las aulas universitarias en una sesión de convivencia de una mañana.A Service Learning (ApS) é uma poderosa metodologia de treinamento que chegou ao ensino superior em nosso país. Neste artigo apresentamos uma experiência baseada no ApS onde analisamos as diferentes fases através das quais esta metodologia passa em um caso específico na Universidade de Valladolid. A experiência foi realizada com alunos do curso de Licenciatura em Educação Social no tema das TICs Aplicadas à Educação no primeiro ano e um grupo de cerca de quarenta idosos nos Centros Municipais da Cidade de Valladolid. O principal objetivo do processo educacional é cobrir uma demanda de pessoas idosas que freqüentam esses centros através da exclusão digital por meio de um processo de treinamento que inclui o uso de diferentes aplicativos, serviços online e outras ferramentas digitais. O objetivo dos estudantes de Educação Social é que eles sejam capazes de desenvolver competências sociais e cívicas, adquirindo um compromisso ético e uma responsabilidade social através da transferência de seus conhecimentos teóricos para a prática, elaborando um projeto de proposta de alfabetização midiática para Este grupo de idosos e sua posterior implementação nas salas de aula da universidade em uma sessão matinal de coexistência
La cultura maker en las dinámicas de construcción colaborativa de los videojugadores online. Caso de estudio Gumiparty
No full textIn the context of the Research Project «Learning ecologies in multiple contexts: analysis of expanded education projects and conformation of citizenship (EDU2014- 51961-P)» from «Nodo Educativo» Research Group, a case study is presented which aims to highlight which are the learning strategies of social component in creation spaces similar to the maker culture from the use of online videogames. For this, a qualitative study was designed and the case study method was selected. We selected 21 participants of the Gumiparty event. The oral interview was used as a technique for collecting information. The analysis of the data was done through the constant comparison method and for this we used the software NVivo version 11. We analyzed categories related to the possibilities of creation and social transformation of the maker movement and applied to the community of gamers of the event. It was observed how the gamers create a dynamic community that supports the individual learning of its members and converts them into prosumers of content related to videogames. It is concluded that the maker culture offers an educational model with a series of practices that can be taken to the conventional classroom for the development of connected and deep learning.En el contexto del Proyecto de Investigación «Ecologías de aprendizaje en contextos múltiples: análisis de proyectos de educación expandida y conformación de ciudadanía (EDU2014- 51961-P)» desde el Grupo de Investigación «Nodo Educativo» se presenta el estudio de caso que pretende destacar cuáles son las estrategias de aprendizaje de componente social en espacios de creación similares a la «cultura Maker« a partir del uso de videojuegos online. Para ello, se diseño un estudio cualitativo y se seleccionó el método de estudio de caso. Seleccionamos a 21 participantes del evento «Gumiparty». Se utilizó la entrevista oral como técnica de recogida de información. El análisis de los datos se realizó a través del método de comparación constante y para ello usamos el software NVivo versión 11. Se analizaron categorías relacionadas con las posibilidades de creación y transformación social propias del movimiento maker y aplicados a la comunidad de videojugadores del evento. Se observó cómo los videojugadores crean una comunidad dinámica que da soporte al aprendizaje individual de sus miembros y los convierte en prosumidores de contenidos relacionados con los videojuegos. Se concluye que la «cultura Maker» ofrece un modelo educativo con una serie de prácticas que puede llevarse al aula convencional para el desarrollo de aprendizajes conectados y profundos.No contexto do Projeto de Pesquisa «Aprendendo ecologias em múltiplos contextos: análise de projetos de educação expandida e formação da cidadania (EDU2014-51961-P)» do grupo de pesquisa «Nó educacional», é apresentado o estudo de caso destacar as estratégias de aprendizagem do componente social em espaços criativos semelhantes à «cultura Maker», com base no uso de videogames on-line. Para isso, foi elaborado um estudo qualitativo e o método de estudo de caso foi selecionado. Selecionamos 21 participantes do evento «Gumiparty». A entrevista oral foi utilizada como técnica de coleta de informações. A análise dos dados foi realizada pelo método de comparação constante e, para isso, utilizamos o software NVivo versão 11. Foram analisadas categorias relacionadas às possibilidades de criação e transformação social do movimento maker e aplicadas à comunidade de videogames do evento. Observou-se como os videogames criam uma comunidade dinâmica que apóia o aprendizado individual de seus membros e os torna prosumidores de conteúdo relacionado a videogames. Conclui-se que a «cultura Maker» oferece um modelo educacional com uma série de práticas que podem ser levadas à sala de aula convencional para o desenvolvimento de aprendizado profundo e conectado
Clásicos literarios en constelaciones multimodales. Análisis de propuestas de docentes en formación / Literary classics in multimodal constellations. Analysis of proposals for pre-service teachers
No full textThe Literary Constellations could be considered a format to organize a series of readings with a common thematic element, through the graphic representation of several linked stars or points. (Jover, 2009, Garvis, 2015). This format can be applied to many educational levels in order to show different contents and it can also be considered appropriate for the development of Literary Education. From the University of XXX (Autoría1 2016), we considered relevant to expand its possibilities to relate them to the Transmedia Narrative concept, and thereby allow the inclusion of any type of multimodal text. In the present paper we have carried out a study regarding the presence of the Classical Literature in a series of Literary and Multimodal Constellations created in four different educational contexts. We shall analyze Constellations of the students from the Degree on Primary Education, from the Master of Educational Research and Teaching Training of the University of XXX and from the Master of Teaching Training of the XXX. The objective of this study is to identify the relevance of the Classical Literary works in the reading training of the different participants of the research.Las constelaciones literarias son un formato para organizar una serie de lecturas con un elemento temático en común, a través de la representación gráfica de una serie de estrellas o puntos enlazados. (Jover, 2009, Garvis, 2015). Dicho formato puede aplicarse en los diferentes niveles educativos para mostrar distintos contenidos y puede considerarse apropiado para el desarrollo de la Educación Literaria. Desde la Universidad de XXX (Autoría1 2016), hemos querido ampliar sus posibilidades para relacionarlas con el concepto de narrativas transmedia, permitiendo incluir cualquier tipo de texto multimodal. En el siguiente trabajo se hace un estudio de la presencia de los clásicos de la literatura en una serie de constelaciones literarias y multimodales creadas en cuatro contextos educativos distintos. Se analizarán constelaciones del alumnado de Grado en Maestro de Educación Primaria, de los Másteres de Investigación Educativa y Formación del Profesorado de la Universidad de XXX y del Máster de profesorado de la XXX. El objetivo de este trabajo es identificar la relevancia de los clásicos literarios en la formación lectora de los distintos participantes en la investigación.
Abstract
The Literary Constellations could be considered a format to organize a series of readings with a common thematic element, through the graphic representation of several linked stars or points (Jover, 2009; Garvis, 2015). This format can be applied to many educational levels in order to show different contents and it can also be considered appropriate for the development of Literary Education. From the University of Alicante (Rovira-Collado, Serna, Bernabé 2016), we considered relevant to expand its possibilities to relate them to the Transmedia Narrative concept, and thereby allow the inclusion of any type of multimodal text. In the present paper we have carried out a study regarding the presence of the Classical Literature in a series of Literary and Multimodal Constellations created in four different educational contexts. We shall analyze Constellations of the students from the Degree on Primary Education, from the Master of Educational Research and Teaching Training of the University of Alicante and from the Master of Teaching Training of the UB-UNAE (Ecuador). The objective of this study is to identify the relevance of the Classical Literary works in the making of Transmedia Constellations for the different participants of the research.
Keywords: Classical Literature; Multimodal Reading; Transmedia Narratives; Literary Education
Revisitando a Feijoo: las (re)lecturas de las tradiciones y la encrucijada de la educación literaria / Revisiting Feijoo: the (re) readings of the traditions and the crossroads of literary education
No full textThis study deals with the actuality of the work and the approaches of Father Feijoo in relation to literary education. The (re) readings of Feijoo on the traditions are analyzed and it is concluded that they are obsolete and modern in different degrees. His didacticism and moralism, and his pejorative conception of traditions, prevent him from accessing the poetic dimension that modern analogue hermeneutics has put in value. Instead. his attitude as an avant la lettre compiler of popular traditions and his interest in imaginaries and his curiosity towards aspects revalued today as characteristic of intangible heritage, such as legends, is modern. All this by advocating a new intertextual and hermeneutic perspective, which reconciles the sources of popular with literary heritage, and classical hermeneutics with analogical.Este estudio revisa la actualidad de la obra y los planteamientos del Padre Feijoo en relación a la educación literaria. Se analizan las (re)lecturas de Feijoo sobre las tradiciones y se concluye que son obsoletas y modernas en diferentes grados. Su didactismo y moralismo, y su concepción peyorativa sobre las tradiciones, le impiden acceder a la dimensión poética que la hermenéutica analógica moderna ha puesto en valor. En cambio. es moderna su actitud como recopilador avant la lettre de tradiciones populares y su interés por los imaginarios y su curiosidad hacia aspectos hoy revalorizados como propios del patrimonio inmaterial, como las leyendas. Todo ello abogando por una nueva perspectiva intertextual y hermenéutica, que concilie las fuentes populares con la herencia literaria, y la hermenéutica clásica con la analógica.
Abstract
This study deals with the actuality of the work and the approaches of Father Feijoo in relation to literary education. The (re) readings of Feijoo on the traditions are analyzed and it is concluded that they are obsolete and modern in different degrees. His didacticism and moralism, and his pejorative conception of traditions, prevent him from accessing the poetic dimension that modern analogue hermeneutics has put in value. Instead, his attitude as an avant la lettre compiler of popular traditions and his interest in imaginaries and his curiosity towards aspects revalued today as characteristic of intangible heritage, such as legends, is modern. All this by advocating a new intertextual and hermeneutic perspective, which reconciles the sources of popular with literary heritage, and classical hermeneutics with analogical.
Keywords: Myth; Legend; Critical Reading Feijoo; Literary Education
Written production in EFL through blogging and cooperative learning at A-level
No full textAbstract
Our main objective is to verify whether learners improved their level of EFL written production through blogging from the perspective of the Cooperative Learning approach. The learners participating in this experiment were in their 1st academic year of A-levels within the Spanish education system. Their level of English was B1 according to the CEFR. Having identified the learners’ level related to EFL written production, one research question was established to confirm whether learners improved their level of written production through blogging. From this research question, the following starting hypothesis was created: 1. Blogging helps learners increase their EFL written production within the Cooperative Learning approach. The chosen method was action-research implying, thus, that quantitative outcomes were analyzed. The results were quite satisfactory implying, in consequence, that this current paper is worth and interesting since not much research has been published at non-university education and, in particular, in A-level studies.
Keywords: EFL; Written Production; Blogging; Cooperative Learning; A-level.Abstract
Our main objective is to verify whether learners improved their level of EFL written production through blogging from the perspective of the Cooperative Learning approach. The learners participating in this experiment were in their 1st academic year of A-levels within the Spanish education system. Their level of English was B1 according to the CEFR. Having identified the learners’ level related to EFL written production, one research question was established to confirm whether learners improved their level of written production through blogging. From this research question, the following starting hypothesis was created: 1. Blogging helps learners increase their EFL written production within the Cooperative Learning approach. The chosen method was action-research implying, thus, that quantitative outcomes were analyzed. The results were quite satisfactory implying, in consequence, that this current paper is worth and interesting since not much research has been published at non-university education and, in particular, in A-level studies.
Keywords: EFL; Written Production; Blogging; Cooperative Learning; A-level
INOVAÇÃO E MUDANÇA: PERCEPÇÃO DE EXPERIÊNCIAS EM UMA CRECHE ITINERANTE
Get PDFNowadays the term innovation and change has become everyday language in different spheres, even in the field of educational research. In the present article, it is shown how certain education professionals perceive, face and create dynamics of change and innovation in an itinerant preschool in Chile: el Jardín sobre Ruedas. Through qualitative research based on induction, non-structured interviews were conducted, which were coded through the Nvivo software in units of analysis. In this emerging new subcategories based on the speech of the speakers. This allows for the release of certain results that show how professionals adapt their educational work according to the needs that emerge in this modality. Finally, it is concluded that the constant adaptation of the professional practices allows acquiring new professional skills, personal satisfactions and a cohesion to the group, giving adequate answers to the families and the children of the Jardín sobre Ruedas.Hoy en día el término innovación y cambio se ha vuelto lenguaje cotidiano en distintas esferas, incluso en el ámbito de la investigación educativa. En el presente artículo se pone en evidencia cómo ciertos profesionales de la educación perciben, se enfrentan y crean dinámicas de cambio y de innovación en una escuela infantil itinerante en Chile: el Jardín sobre Ruedas. A través de una investigación cualitativa basada en la inducción, se realizaron entrevistas no-estructuradas, las cuales fueron codificadas a través del software Nvivo en unidades de análisis, emergiendo así nuevas subcategorías basadas en el discurso de los hablantes. Esto permite desprender ciertos resultados que muestran cómo los profesionales adaptan su quehacer educativo en función de las necesidades que emergen en esta modalidad. Finalmente, se concluye que la adaptación constante de las prácticas profesionales permite adquirir nuevas competencias profesionales, satisfacciones personales y una cohesión al grupo, dando respuestas adecuadas a las familias y a los niños y niñas del Jardín sobre Ruedas.Atualmente, o termo inovação e mudança tornou-se a linguagem cotidiana em diferentes esferas, até mesmo no campo da pesquisa educacional. No presente artigo mostra-se como certos profissionais da educação percebem, enfrentam e criam dinâmicas de mudança e inovação em uma escola maternal itinerante no Chile: o Garden on Wheels. Por meio de pesquisa qualitativa baseada na indução, foram realizadas entrevistas não estruturadas, as quais foram codificadas através do software Nvivo em unidades de análise, surgindo assim novas subcategorias baseadas na fala dos falantes. Isso permite a divulgação de certos resultados que mostram como os profissionais adaptam seu trabalho educacional de acordo com as necessidades que emergem nessa modalidade. Por fim, conclui-se que a constante adaptação das práticas profissionais permite adquirir novas habilidades profissionais, satisfações pessoais e uma coesão ao grupo, dando respostas adequadas às famílias e aos filhos do Garden on Wheels