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Reflexões teóricas e práticas sobre filosofias de educação musical
Get PDFThe purpose of this symposium is to present and discuss theoretical and practical perspectives on the philosophy of music education, considering the relevance of this field of study for the deepening of essential issues that affect music teaching and learning. The need for philosophy for education and music education has been reiterated by different researchers, who present arguments that emphasize the relevance of the philosophical perspective for understanding and reflecting on educational issues, including music education. The literature on the philosophy of music education, primarily in English, offers discussion and reflection on various topics with the aim of expanding the foundations, debates, and practices of music education in different contexts. In this symposium, divided into three parts, selected elements on philosophy, education and music education will be discussed: Part I - Conceptual elements of philosophy, philosophy of education and philosophy of music education. Fundamental concepts and contributions of philosophy to education and music education were selected with the purpose of offering a brief synthesis that reiterates the importance of philosophy for the discussion of educational problems, in general, as well as specific problems of music education. Part II – Review of Brazilian literature in Portuguese in the Philosophy of Music Education area, highlighting the reception of Anglophone reference works in this field, as well as the historical particularities of national production, its dialogue with traditional Western philosophy and with the field of Education. Part III – Meeting points and disagreements between advocacy and the philosophy of music education, reflecting on the objectives pursued by both. Although the efforts that have characterized advocacy work for music education, particularly in formal contexts, have been found to be inconsistent with current philosophical lines of thought in music education, it is argued that there is a need to bridge the gap between the two so that to articulate solid and convincing arguments about the role and value of music in education. From the exposition of each of the three parts of the symposium, it is expected to instigate a debate on the approached themes, seeking new reflections and relevant actions for the strengthening of philosophy as a fundamental field for the development of music education. In addition, the symposium intends to highlight the urgency of bibliographic production in Latin languages, expanding the access of more music educators to these fundamental debates, still little explored in the preparation of music educators in Latin America. The need for more bibliography on this subject in Latin languages may contribute to greater attention being given to philosophy in the preparation of music educators.A proposta deste simpósio é apresentar e discutir perspectivas teóricas e práticas de filosofia da educação musical, considerando a relevância deste campo de estudos para o aprofundamento de questões essenciais que afetam o ensino e a aprendizagem musical. A necessidade da filosofia para a educação e para a educação musical tem sido reiterada por diferentespesquisadores, que apresentam argumentos que enfatizam a relevância da perspectiva filosófica para o entendimento ereflexão sobre questões educacionais, incluídas as questões de educação musical. A literatura sobre filosofia da educaçãomusical, prioritariamente em língua inglesa, oferece discussão e reflexão sobre temas diversos com o propósito de ampliar afundamentação, os debates e as práticas de educação musical em diferentes contextos. Neste simpósio, dividido em três partes, serão discutidos elementos selecionados sobre filosofia, educação e educação musical: Parte I - Elementos conceituais da filosofia, da filosofia da educação e da filosofia da educação musical. Conceitos fundamentais e contribuições da filosofiapara a educação e para a educação musical foram selecionados com o propósito de oferecer uma breve síntese que reitera aimportância da filosofia para a discussão de problemas educacionais, de um modo geral, assim como problemas específicos da educação musical. Parte II – Revisão da literatura brasileira em língua portuguesa na subárea da Filosofia da Educação Musical, evidenciando a recepção de obras referenciais anglófonas deste campo, bem como as particularidades históricas da produção nacional, seu diálogo com a filosofia ocidental tradicional e com o campo da Educação. Parte III – Pontos de encontro e desencontro entre advocacy e filosofia da educação musical, refletindo sobre os objetivos perseguidos por ambas. Embora os esforços que têm caracterizado o trabalho de advocacy para a educação musical, particularmente em contextos formais, tenham sido considerados inconsistentes com as atuais linhas filosóficas de pensamento da educação musical, argumenta-se que é necessário reduzir a distância entre os dois, de forma a articular argumentos sólidos e convincentes sobre o papel e o valor da música na educação. A partir da exposição de cada uma das três partes do simpósio, espera-se instigar um debate sobre os temas abordados, buscando novas reflexões e ações relevantes para o fortalecimento da filosofia como campo fundamental para o desenvolvimento da educação musical. Além disso, o simpósio pretende realçar a urgência de produção bibliográfica em línguas latinas, ampliando o acesso de mais educadores musicais a estes debates fundamentais, ainda pouco explorados na formação de educadores musicais na América Latina. A necessidade de mais bibliografia sobre esta temática em línguas latinas poderá contribuir para que seja dada maior atenção à filosofia na preparação de educadores musicais. 
Paridad de género: teoría, prácticas y opiniones
Get PDFAn approach to parity is made, with a review of concepts, history, legislation and applications, on the one hand, and on the other, a reflection from the citizenry, that is, how it is perceived and valued, and how public opinion evolves. All of this is based on bibliography and through opinion polls and interviews in Mexico City. Concepts, legislation, theoretical proposals and the exercise of policies are presented. There is a favorable outlook for the measures, in that there is a law that requires parity according to the survey, however, the interview outlines diversity in explanations and meaning.Se realiza un acercamiento a la paridad, con revisión de conceptos, historia, legislaciones y aplicaciones, por una parte y de otra, una reflexión desde la ciudadanía, esto es, cómo lo percibe y valora, y cómo evoluciona la opinión pública. Todo ello con base a bibliografía y a través de encuestas de opinión y entrevistas en la Ciudad de México. Se presentan conceptos, legislaciones, propuestas teóricas y ejercicio de políticas. Existe un panorama favorable a las medidas, en cuanto a que haya una ley que exija paridad según la encuesta, sin embargo, la entrevista esboza diversidad en explicaciones y significado
Cartografía dramatúrgica: Reseña del libro: Teatro Patagón. Dramaturgia de María Asunción Requena
Get PDFLos Instrumentos y dimensiones de evaluación de la formación en la práctica profesional de los futuros docentes: Instruments and dimensions of evaluation of training in the professional practice of future teachers
No full textThis article was derived from a research process that aimed to identify the instruments and dimensions considered in recent research to evaluate the professional training of future teachers and to establish their relationship with the 2018 Plan and Program of Studies for the Bachelor's Degree in Educational Inclusion. Qualitative content analysis was used as a technique. The results show that the most frequently used instruments were questionnaires, interviews, question guides, and documentary analysis. Some dimensions identified in the research conducted in Spanish were: attention to students' needs and learning styles; symbolic, affective, didactic, and personal dimensions; diagnostic evaluation; planning; school management; teaching sequences; educational research resources; personal dimension; joint tutor-intern reflection; attention to students; and assessment of learning, among others. In the research conducted in English, the dimensions addressed were: strategic planning, pedagogical knowledge, didactic communication, teacher cognition, teacher practices, student performance and development, teacher success expectations, task values, pedagogical knowledge of teaching practice, character, meta-learning and linking active learning teaching strategies, professional commitment, self-management, among others. There is a significant relationship between normative documents and recent research regarding the use of instruments and dimensions. It is concluded that the dimensions in normative documents and research are unclear and general. The study confirmed the presence of didactic, value, personal, interpersonal, and social dimensions.El presente artículo se derivó de un proceso de investigación que tuvo como objetivo identificar los instrumentos y las dimensiones que se han considerado en las investigaciones recientes para evaluar la formación en la práctica profesional de los futuros docentes y establecer la relación que existe con respecto al Plan y el Programa de Estudios 2018 de la Licenciatura en Inclusión Educativa. Se utilizó como técnica el análisis cualitativo de contenido. Los resultados muestran que los instrumentos más empleados fueron; cuestionario, entrevistas, guía de preguntas y el análisis documental. Algunas dimensiones encontradas en las investigaciones realizadas en español fueron: atención a las necesidades y estilos de aprendizaje de los alumnos, dimensión simbólica, afectiva, didáctica, personal, evaluación diagnóstica, planeación, gestión escolar, secuencias didácticas, recursos de la investigación educativa, dimensión personal, reflexión conjunta tutora-practicante, atención a estudiantes y la evaluación de los aprendizajes, entre otras. En las investigaciones realizadas en idioma inglés las dimensiones abordadas fueron: planificación estratégica, conocimiento pedagógico, comunicación didáctica, cognición de los profesores, prácticas de los docentes, rendimiento y desarrollo de los estudiantes, expectativas de éxito de los docentes, valores de las tareas, conocimiento pedagógico de práctica docente, carácter, metaaprendizaje y vinculando estrategias de enseñanza de aprendizaje activo, compromiso profesional, autogestión entre otras. Existe relación significativa entre documentos normativos e investigaciones recientes con respecto al uso de instrumentos y dimensiones. Se concluye que las dimensiones en documentos normativos e investigaciones son poco claras y generales. El estudio aportó la presencia de las dimensiones didáctica, valoral, personal, interpersonal y social
Lesiones por contacto durante una competición en hockey sobre césped femenino
Get PDFThe objective of this study was to describe and analyze the incidence, mechanism, context, severity, and topography of contact injuries during a women's field hockey competition. A descriptive, cross-sectional study was conducted. A non-probabilistic convenience sample was used. Thirty-one players from a division of honor team participated. Twenty-four injuries were recorded, of which 11 were contact injuries. The incidence of injury was 0.0014/1000 hours of exposure. Contact with the ball was the main mechanism of injury. Training was where most of the injuries occurred. According to the degree of severity, moderate injuries were the most common. According to the degree of severity, moderate injuries were the most common. The face/neck was the most injured anatomical segment. Injuries are multifactorial and must be contextualized. Therefore, it is necessary to consider better interventions by medical and technical staff, as well as new and improved safety measures.El objetivo del presente estudio fue describir y analizar incidencia lesiva, mecanismo, contexto, severidad y topografía de las lesiones por contacto durante una competición en el hockey sobre césped femenino. Se realizó un estudio de tipo descriptivo y transversal. Se utilizó un muestro no probabilístico por conveniencia. Participaron treinta y una jugadoras integrantes de un equipo de división de honor. Se registraron 24 lesiones, de las cuales 11 fueron lesiones por contacto. La incidencia de lesión fue de 0,0014/1000hs de exposición. El contacto con la bocha fue el mecanismo principal de lesión. Los entrenamientos fue el lugar donde sucedieron la mayoría de las mismas. Según el grado de severidad, las moderadas, fueron las que mayormente sucedieron. La cara/cuello fue el segmento anatómico más lesionado. Las lesiones son multifactoriales y hay que contextualizarlas. Por ello, pensar mejores intervenciones de los cuerpos médicos y técnicos, como así también, pensar nuevas y mejores medidas de seguridad
¿Potencia o amenaza? Cómo la Inteligencia Artificial puede transformar (o frenar) la creatividad y el pensamiento crítico en la educación.
Get PDFThis essay explores whether artificial intelligence (AI) represents a power or a threat to creativity and critical thinking in education. The central thesis is that both realities coexist, and the final result depends fundamentally on pedagogical design, not on the technology itself. Risks such as excessive cognitive offloading are analyzed, which can lead to less reflection and strong technological dependence, as well as the displacement of crucial social and physical experiences. In contrast, the "creative synergAI" that emerges when AI is integrated with a clear pedagogical intention is highlighted: it automates routine tasks, encourages ideation, and personalizes learning. The guiding principle is to use AI to expand cognitive capabilities, not to replace them, promoting the student's epistemic responsibility. To this end, the Responsible Creative SynergAI Model (RCSM) is proposed, which operates at the classroom, program, and institutional levels. This framework seeks to maximize the benefits of AI in the development of critical thinking, minimizing dependence and ensuring equitable integration. Ultimately, AI acts as a multiplier of the pedagogical practices that are encouraged
Este ensayo explora si la inteligencia artificial (IA) representa una potencia o una amenaza para la creatividad y el pensamiento crítico en el ámbito educativo. La tesis central es que ambas realidades coexisten, y el resultado final depende fundamentalmente del diseño pedagógico, no de la tecnología en sí. Se analizan riesgos como la delegación cognitiva excesiva (cognitive offloading), que puede conducir a una menor reflexión y a una fuerte dependencia tecnológica, así como al desplazamiento de experiencias sociales y físicas cruciales. En contraste, se destaca la "sinergIA creativa" que emerge cuando la IA se integra con una intención pedagógica clara: automatiza tareas rutinarias, fomenta la ideación y personaliza el aprendizaje. El principio rector es usar la IA para ampliar las capacidades cognitivas, no para sustituirlas, promoviendo la responsabilidad epistémica del estudiante. Para ello, se propone el Modelo de SinergIA Creativa Responsable (MSCR), que opera a nivel de aula, programa e institución. Este marco busca maximizar los beneficios de la IA en el desarrollo del pensamiento crítico, minimizando la dependencia y asegurando una integración equitativa. En definitiva, la IA actúa como un multiplicador de las prácticas pedagógicas que se incentivan.
 
Práctica deportiva del kickingball como plataforma de integración social en mujeres venezolanas inmigrantes en la región de Coquimbo
Get PDFKickingball occupies a special place in the dynamics of social integration and networking among Venezuelan women who have immigrated to the region of Coquimbo, Chile. Being one of the most popular sports in their country of origin, the objective of the study is to relieve how the practice of kickingball has become a safe space in which they have managed to build networks and share social capital, facilitating their integration in a new country, preserving their identities, stories and longings. The research was carried out from an exploratory approach and with qualitative methodology (semi-structured interviews and focus groups).El kickingball ocupa un lugar especial en la dinámica de integración social y construcción de redes entre mujeres venezolanas que han inmigrado a la región de Coquimbo, Chile. Siendo uno de los deportes más populares en su país de origen, el objetivo del estudio consiste en relevar y dar a conocer cómo es que la práctica deportiva del kickingball se ha convertido en un espacio social en la cual ellas han logrado construir redes y compartir capital social, facilitando su integración en un país nuevo, conservando sus identidades, historias y anhelos. La investigación fue realizada desde un enfoque exploratorio y con metodología cualitativa (entrevistas semiestructuradas y grupos focales)
Chilean EFL preservice teachers’ post-reading designs: approaches to language and literary learning through picturebooks
Get PDFTeaching EFL through children’s literature to young learners is becoming an important teaching strategy in many parts of the world. When carefully selected and used with a clear pedagogical purpose, children’s literature—especially picturebooks—can help improve young learners’ reading comprehension and support the development of their language skills. However, for this to happen, it is necessary that EFL preservice teachers receive proper training on how to work with children’s literature and how to prepare pedagogical materials based on these texts. This article focuses on exploring the post-reading activities designed by a group of EFL preservice teachers at a statal university in Santiago, Chile. The aim is to analyze what types of reading approaches were encouraged in the post-reading activities and what kind of activity designs were developed. The findings show a variety of strategies, with the reader-response approach being the most common. This was followed by the text-based approach, which focused on comprehension and analysis, and the language approach, which aimed to support vocabulary and grammar development. While the preservice teachers were able to design activities that combine language and literary goals, the study also suggests the need to deepen their understanding of multimodal and critical engagements with literature
Un Traité du Milieu en Occident ? Pour une nouvelle lecture du Parménide de Platon
Get PDFLe Parménide occupe une place centrale dans l’oeuvre de Platon. Réputé énigmatique et difficile, ce dialogue est le lieu d’une remise en question radicale de la théorie des Idées platoniciennes ou Formes intelligibles, ainsi que des concepts mêmes de la métaphysique. Malheureusement les interprétations tant néoplatoniciennes que contemporaines semblent avoir voulu tirer ce dialogue dans des directions qui lui sont étrangères, épaississant encore l’énigme au lieu de se mettre à l’écoute de ce qui y est dit, fût-ce très incommode et dérangeant pour nos habitudes de pensée. C’est pourtant ce que je vais tenter de faire ce soir en vous proposant une lecture différente et à ma connaissance originale de cette oeuvre essentielle entre toutes
