https://reunir.unir.net/handle/123456789/7085 2024-10-25T04:36:17Z 2024-10-25T04:36:17Z Santolaria Sierra, Félix https://reunir.unir.net/handle/123456789/7092 2018-10-31T15:55:11Z

Historia y Educación Social. Cuestiones y perspectivas historiográficas Santolaria Sierra, Félix The article aims to give an overview of possible lines of work in history of social education in Spain (16th-20th centuries), and it adduces a whole of bibliographic references and some open discussions about historiographic questions relate to this subject (radical historicism, confinement, etc.). Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T15:55:11Z No. of bitstreams: 1 210-santolaria.pdf: 83549 bytes, checksum: ec40eabc3030564e49da0377cc425d04 (MD5); Made available in DSpace on 2018-10-31T15:55:11Z (GMT). No. of bitstreams: 1 210-santolaria.pdf: 83549 bytes, checksum: ec40eabc3030564e49da0377cc425d04 (MD5)

Vilanou Torrano, Conrad https://reunir.unir.net/handle/123456789/7091 2018-10-31T15:51:11Z

Sobre la génesis y evolución de la pedagogía contemporánea. A propósito de la herencia kantiana Vilanou Torrano, Conrad Based on the philosophy of Kant, various attempts made in the 19th and early-20th centuries to constitute pedagogy as a scientific discipline are presented. Analysis is made of the educational function of the aesthetic experience according to Schiller, Herbart¿s model, the return of Kant through Natorp¿s regulatory pedagogy and, finally, the constitution of pedagogy as the science of the spirit. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T15:51:11Z No. of bitstreams: 1 210-vilanou.pdf: 54832 bytes, checksum: 89ba92b1274de2bf35fe5c5ffe49b06b (MD5); Made available in DSpace on 2018-10-31T15:51:11Z (GMT). No. of bitstreams: 1 210-vilanou.pdf: 54832 bytes, checksum: 89ba92b1274de2bf35fe5c5ffe49b06b (MD5)

Colom Cañellas, Antonio J. https://reunir.unir.net/handle/123456789/7090 2018-10-31T15:47:29Z

Vanguardias educativas en la España del siglo XX Colom Cañellas, Antonio J. We are presenting avant-garde movements in education in the following way: ¿Till the times of Francoism by means of the characteristic pedagogies of the New School endorsed by the Institución Libre de Enseñanza (ILE) and through the labourist, libertarian and marxist ideologies. ¿During Francoism, by returning to models from the past or taking advantage of the impact of the Ley General de Educacion from 1970, which at the same time favoured an innovating editorial dynamic. ¿In democracy the Constitution makes possible the development of civil pedagogy and educative decentralization (cross subjects and curricula) presented by the LOGSE. Furthermore, the dialectics between critical and technological thought depict the most recent of debates. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T15:47:29Z No. of bitstreams: 1 210-colom.pdf: 66507 bytes, checksum: 56214d8adfcb79924fadd5c0113bc22f (MD5); Made available in DSpace on 2018-10-31T15:47:29Z (GMT). No. of bitstreams: 1 210-colom.pdf: 66507 bytes, checksum: 56214d8adfcb79924fadd5c0113bc22f (MD5)

Collelldemont Pujadas, Eulàlia https://reunir.unir.net/handle/123456789/7089 2019-12-20T08:46:42Z

Pedagogía estética y vanguardias artísticas Collelldemont Pujadas, Eulàlia This study analyzes the contributions of the avant-garde movements in art to aesthetic pedagogy. To this end, an introduction is made firstly of the ideology on which its birth was based. Subsequently, a review is made of the pedagogic will and main innovations with regard to the educational relation. At the same time, a discussion is made of the pedagogic mechanisms assimilated by the avant-garde, and the fruits obtained. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T15:41:04Z No. of bitstreams: 0; Made available in DSpace on 2018-10-31T15:41:04Z (GMT). No. of bitstreams: 0

Moreu Calvo, Ángel C. https://reunir.unir.net/handle/123456789/7088 2018-10-31T15:35:33Z

Claves para una historia de la psicopedagogía en España Moreu Calvo, Ángel C. Taking as its starting-point new advances in the history of education, this article proposes a number of keys for the study of psychopedagogy. In-depth analysis is made of the traditions stressing psychopedagogical aspects. Subsequently, a study is made of the processes which, during the last third of the 19th century and the early-20th, brought to the sphere of education a series of contributions from different fields: medicine, psy cho lo gy and the social sciences. As a result of this process, the bases were laid for an evolution which culminated in the institutionalisation of psychopedagogy in Spain. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T15:35:33Z No. of bitstreams: 1 210-moreu.pdf: 70969 bytes, checksum: 9bbc3adb410feeb4c86e0bdb1da73236 (MD5); Made available in DSpace on 2018-10-31T15:35:33Z (GMT). No. of bitstreams: 1 210-moreu.pdf: 70969 bytes, checksum: 9bbc3adb410feeb4c86e0bdb1da73236 (MD5)

Fernández Soria, Juan Manuel https://reunir.unir.net/handle/123456789/7087 2018-10-31T15:32:02Z

Educación, socialización y legitimación política (1931-1970) Fernández Soria, Juan Manuel The Spanish Second Republic and the Francoist Regime use the education as an instrument of socialization and political legitimacy but with different results. If we can talk of a certain failure ¿or precarious success¿ of the socialization of the values of the re-formist Republic (1931-1936), about revolutionary Republic (1936-1939) we have to predicate its supported success in a uniform policy favorated by the policy consensus which the first didn¿t have and by the absence of the declarated enemies of the regime of which this was plenty off. The Francoism, by its way, manages to be in the power du-ring forty years not only for an effective repression but because of its adaptation¿s capa-city to the different situations which they are going through, and in function of the ones it¿s covering in different ways of legitimacy (charismatic, traditional, of origin, rational and of exercise), processes in which the education plays a fundamental role. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T15:32:02Z No. of bitstreams: 1 210-fernandezsoria.pdf: 98652 bytes, checksum: 01e8d9e8b4eecb49e6d646c96720522a (MD5); Made available in DSpace on 2018-10-31T15:32:02Z (GMT). No. of bitstreams: 1 210-fernandezsoria.pdf: 98652 bytes, checksum: 01e8d9e8b4eecb49e6d646c96720522a (MD5)

Sureda García, Bernat https://reunir.unir.net/handle/123456789/7086 2018-10-31T15:28:31Z

Participación cívica y cambio político. 1970-1995 Sureda García, Bernat This paper analyses changes in educational policy in Spain from the end of the nineteen sixties until the present day, with special attention to the study of the influence of various educational movements and pedagogical reform groups. Data are supplied to support the influence exercised on the evolution of education in Spain over the last thirty years by leisure time educational movements, Catholic youth organisations, pedagogical reform groups or trade-union, civic and neighbourhood associations. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T15:28:31Z No. of bitstreams: 1 ParticipacionCivicaYCambioPolitico.pdf: 6958815 bytes, checksum: b02ad8aff201259ae5b37da2e52aae0c (MD5); Made available in DSpace on 2018-10-31T15:28:31Z (GMT). No. of bitstreams: 1 ParticipacionCivicaYCambioPolitico.pdf: 6958815 bytes, checksum: b02ad8aff201259ae5b37da2e52aae0c (MD5)