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Nuevas realidades, nuevas prácticas educativas: Esbozo de un espacio socio-reflexivo en la formación en psicología social en Venezuela
Get PDFEl aumento de la violencia y muertes por armas de fuego en Venezuela durante las últimas décadas es otra cara del conflicto social y político que resulta una realidad ilegible para los sectores medios y desde el nivel de análisis exclusivamente psicológico. Para superar estos obstáculos etnocéntricos y epistemológicos, que dificultan comprender los impactos de la violencia estructural, se ha ensayado un dispositivo pedagógico socio-reflexivo en la formación en psicología social en la UCV. A partir del análisis cualitativo de 23 entrevistas y cuestionarios a estudiantes, se sistematizan sus principios organizadores: la reconstrucción narrativa, autoetnográfica e interseccional de la trayectoria social del estudiantado; el diálogo interdisciplinar e interdiscursivo; el cuestionamiento práctico de la relación pedagógica tradicional y la reconsideración de la función pública de los/las intelectuales. Se reportan impactos en los posicionamientos identitarios, las visiones de mundo de los/las participantes y el reconocimiento de la heterogeneidad de mundos de vida. Este ensayo pedagógico puede servir como punto de apoyatura para repensar el qué y el cómo de los procesos formativos de las universidades venezolanas y su papel público en el reconocimiento y diálogo con sujetos sociales y políticos, para transformar, con ellos, las violencias y desigualdades que experimentan.
The rise of violence and deaths by fire arms during the past decades in Venezuela is another aspect of the social and political conflict which results in an nonunderstandable reality for middle class sectors, and from an exclusive psychological analysis. In order to overcomen ethnocentric and epistemological obstacles that make structural violence hard to understand, we have undertaken a pedagogical socio-reflexive approach in the study of social psychology at UCV. Based on the qualitative analysis of 23 students interviews and questionnaires, these findings are systematized into the following organizing themes: narrative, autoethnographic and interseccional reconstruction of the social trayectory of students; interdisciplinary and interdiscursive dialogue; the questioning in practice of traditional pedagogical relationships and the reconsideration of the public role of intellectuals. Changes are reported in their identity positionings, participants world views and in the recognition of heterogenous ways of living. This pedagogical essay can serve as starting point for rethinking the what and how of formative processes in Venezuelan universities and their public role in recognizing and entering into dialogue with social and political subjects, in order to transform with them the violences and inequities they experience
Shifting Paradigms: Exploring the Reasons for Staff Care and ‘The Duty of Care’ in International Peace and Conflict Work
Get PDFPeace and conflict workers, peace educators and other humanitarian, aid and social workers are engaged in responsible and challenging contexts. There are a lot of reasons, why they should be accompanied, supported and counseled during their work - regardless of whether they are local or international staff, working in peace education, in the field of social justice, human rights or peacebuilding. The work of conflict workers and peace educators consists in fostering a culture of peace, which is closely connected to a culture of care
Social Action Activities, Service Projects, and Civic Engagement
Get PDFSocial studies educators need to understand the impact or assigned social action activities and service projects on student learning so they can best meet the goals of social studies education. A major goal of social studies education is to create good citizens, and a key aspect of being a good citizen is being civically engaged. Studies show that assigned social action activities and service projects can positively impact civic engagement in the areas of community issue awareness, character development, and social responsibility. Assigned social action activities or service projects should be utilized in the secondary social studies classroom to improve civic engagement and achieve a major goal of social studies education, creating responsible citizens
Nonviolence as a Way of Knowing in the Public School Classroom
Get PDFThe moment I decided to become a teacher is very clear. I was taking a graduate International Relations course at the London School of Economics entitled “Gender, Justice, and War.” The students in the department were intelligent, progressive, and well-read individuals from around the world. One morning we were asked the question, “what can we do with a rogue state if we don’t want to use either sanctions or war?” No one had an answer. No one had ideas. There was thoughtful, but lasting, silence. In that moment I realized that war is indeed inevitable… not because of ‘man’s inherent nature’ or the state system that we’d been reading about, but because of a simple lack of creativity. I wondered how violence can be prevented if it is- literally- the only thing that we can think to do? I decided then that an important part of overcoming war must come from a deliberately innovative education. As teachers, we can bring peace content and a way of thinking that can foster and further creativity, and hence, peace
IgA Vasculitis Associated with COVID-19 Infection Successfully Treated with Corticosteroid Regimen without Relapse
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Comparison of Artificial Intelligence with other interventions to improve Adenoma Detection Rate for Colonoscopy: : A Network Meta-analysis
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Early Feeding Versus Delayed Feeding after Therapeutic Endoscopic Intervention in Upper GI Bleeding: : A Systematic Review and Meta-analysis
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Efficacy and Safety of Dual Antiplatelet Therapy Versus Direct Oral Anticoagulant Following Left Atrial Appendage Closure: : A Systematic Review and Meta-Analysis
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Probing Dynamics of 14-3-3: : A Potential Remedy for Pancreatic Cancer
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A patient with Factor V Leiden mutation who developed a Pulmonary Embolism and Deep Vein Thrombosis post Covid
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