https://reunir.unir.net/handle/123456789/7093 2024-11-22T01:54:22Z 2024-11-22T01:54:22Z Stotsky, Sandra https://reunir.unir.net/handle/123456789/7101 2018-10-31T16:30:26Z

La educación para la ciudadanía y la enseñanza de la literatura. Lecciones y sugerencias desde la experiencia estadounidense Stotsky, Sandra To develop effective programs for civic education in the schools today, educators must confront in some countries a deepening hostility to the inculcation of a national, or civic, identity in any form. Much of this hostility emanates from those who espouse something called "cultural democracy," or what has recently been called "illiberal multiculturalism." This form of multiculturalism may be described as an effort to "close young people off into identities already ascribed to them" and to make them think that they bear no personal responsibility for their thinking or behavior because -so the illiberal multiculturalist claims-both are determined by their "culture" or their "race, ethnicity, or gender." In drawing on the various academic disciplines in the school curriculum, civic educators have tended to overlook literary study for its potential contribution to civic education, both to strengthen it and to address these anti-civic forces. The ultimate purpose of this essay is to show how the construction of literature curricula and the study of literature can contribute to these goals. In this essay, I describe the anti-civic forces now at work in literature programs in American schools and explain why these forces exist. I then suggest how literature programs can honor the essence of literary study (that is, the teaching of literature as literature) and at the same time strengthen the underpinnings of a constitutional democracy centered on individual rights and a concept of personal responsibility as well as combat the anti-civic forces emanating from illiberal multiculturalism. Although I will of necessity use examples from chiefly American and British literature to illustrate my suggestions, civic educators in other countries can draw on the literature of their own countries as support for civic education and to combat these anti-civic forces provided they are clear about what they are trying to accomplish. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T16:30:26Z No. of bitstreams: 1 209-Stotsky.pdf: 843214 bytes, checksum: 8a031c5f6136800f4c0339a4c6db10e6 (MD5); Made available in DSpace on 2018-10-31T16:30:26Z (GMT). No. of bitstreams: 1 209-Stotsky.pdf: 843214 bytes, checksum: 8a031c5f6136800f4c0339a4c6db10e6 (MD5)

Hansen, David T. https://reunir.unir.net/handle/123456789/7100 2018-10-31T16:27:30Z

Los profesores y la vida cívica de las escuelas Hansen, David T. Teachers can influence their students¿ moral and civic learning in two broad ways. The first is through deliberate, planned activities. These include organizing school-wide assemblies on the importance of voting, escorting students to visit political institutions, and sponsoring debates in the classroom on historical or current political issues. However, such activities are intermittent and discrete. They stand out and apart from the everyday business of teaching and learning in schools and classrooms. This daily business gives rise to the second way in which teachers can influence their students¿ moral and civic learning. Teachers can do so through what scholars have called their everyday manner, style, or tact of teaching. Each of these concepts describes a kind of teacher influence that is continous, ongoing, indirect, and often nonselfconscious and unplanned. The concepts spotlight the importance of the spirit in which the teacher works. That spirit can be more important, with respect to moral and civic learning, than curricular and instructional approaches considered by themselves. In this article, I examine the spirit of teaching and its importance for civic education by constructing composite images of two different classrooms. The two teachers I describe share a strong knowledge base in their discipline and are dedicated to their work. However, the spirit in which they teach differs markedly. As a result, while their students end the academic year performing comparably on their subject matter examinations, the students take away quite different moral and civic lessons from their classroom experience. I conclude the discussion by reminding teachers of the value of pondering their manner, style, and tact. I also urge schools to provide teachers systematic opportunities to discuss together the moral and civic dimensions of their everyday work. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T16:27:30Z No. of bitstreams: 1 209-hansen.pdf: 55799 bytes, checksum: 54d30456ac1346db65c3650edf6adab7 (MD5); Made available in DSpace on 2018-10-31T16:27:30Z (GMT). No. of bitstreams: 1 209-hansen.pdf: 55799 bytes, checksum: 54d30456ac1346db65c3650edf6adab7 (MD5)

Martín Molero, Francisca https://reunir.unir.net/handle/123456789/7099 2018-10-31T16:21:48Z

Retos de la educación ciudadana del siglo XXI. Implicaciones curriculares Martín Molero, Francisca Postmodern society features demand important changes to current education in view of the effects of some human activities. Since civic education is meant to be the key to changing long-established patterns of social behaviour and since it is this human behaviour responsible for most of the problems caused not only in the social environment but in the natural and technological as well some educational theories such as civic or environmental education, etc, have been studied as measures to solve these problems in the age of the human rights implementation. The article examines the state of affairs concerning these educational theories by reflective analysis with the purpose of finding out, on the one hand, interelationships between civic, environmental and global education and, on the other, basic implications for curriculum innovation at the beginning of the 21st century. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T16:21:48Z No. of bitstreams: 1 209-martinmolero.pdf: 61194 bytes, checksum: b3d27d6a5db515ee529838453e1778e2 (MD5); Made available in DSpace on 2018-10-31T16:21:48Z (GMT). No. of bitstreams: 1 209-martinmolero.pdf: 61194 bytes, checksum: b3d27d6a5db515ee529838453e1778e2 (MD5)

Sarramona i López, Jaume https://reunir.unir.net/handle/123456789/7098 2018-10-31T16:17:21Z

Situación de la investigación educativa en Cataluña Sarramona i López, Jaume Commissioned by the Commissionat per a Universitats i Recerca and the Department of Education of the Autonomous Government of Catalonia, the present study has been published as a White Paper on Educational Research in Catalonia between 1986 and 1995. The goal has been to establish a database of the projects identified, as well as to carry out analyses to allow for a diagnosis of the educational research situation in Catalonia. After careful comparison with international trends in the field and the consideration of the constraints derived from the educational system itself, some proposals have been made to encourage certain lines of future research that are considered necessary to meet presently and future educational needs, therefore the present study will interest not only educational researchers but policy analysts and educational policy makers as well Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T16:17:21Z No. of bitstreams: 1 209-sarramona+.pdf: 50080 bytes, checksum: 6057d813d58c4f58c9aec6e358428894 (MD5); Made available in DSpace on 2018-10-31T16:17:21Z (GMT). No. of bitstreams: 1 209-sarramona+.pdf: 50080 bytes, checksum: 6057d813d58c4f58c9aec6e358428894 (MD5)

Perea Riquelme, Silveria Sáez Gómez, Miguel Calvo Llena, María T. https://reunir.unir.net/handle/123456789/7097 2018-10-31T16:14:21Z

Perspectiva de la educación infantil en España a partir del análisis bibliométrico de su producción - 1976-1994 Perea Riquelme, Silveria; Sáez Gómez, Miguel; Calvo Llena, María T. La intención de este trabajo es describir la investigación española sobre educación infantil a través del análisis bibliométrico de las publicaciones registradas en la Base de Datos ISOC (CSIC) en CD-ROM. Conclusiones: La educación infantil se muestra como una especialidad de la pedagogía que no ha completado su proceso de consolidación como disciplina científica. La mayor parte de sus trabajos (87,7%) tienen un carácter teórico, pero nuestros resultados muestran una tendencia al crecimiento de los basados en experiencias empíricas. Los trabajos de los autores más productivos, así como los que muestran un mayor número de firmantes aparecen en artículos de baja o mediana productividad, vinculadas a instituciones científicas. La mayor actividad científica se concentra en las Universidades y en las Comunidades autónomas de Murcia, Madrid, Asturias y Galicia Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T16:14:21Z No. of bitstreams: 1 209-perea+.pdf: 47592 bytes, checksum: 7b035bce597a50da6ee3f4028dc0739b (MD5); Made available in DSpace on 2018-10-31T16:14:21Z (GMT). No. of bitstreams: 1 209-perea+.pdf: 47592 bytes, checksum: 7b035bce597a50da6ee3f4028dc0739b (MD5)

Manzanares Moya, Mª Asunción https://reunir.unir.net/handle/123456789/7096 2018-10-31T16:11:34Z

Conceptos básicos de la formación-acción como estrategia de formación en la empresa Manzanares Moya, Mª Asunción Formation in action is an strategy of enterprise training clearly opposed to the most traditional ways of infering the coaching tasks inside the enterprise organization. The aim of the present article is to delve into the theorical aspects of formation-action, and therefore to state the pedagogical significance of elements and relations to be considered before introducing the engineering of such a training process. This article is analysing sense, epistemological rules and management patterns for fomation in action. In that sense, it is focused on the relation established between project designs and solutions of practical issues in real working situations along with the dynamics of strategy, as an integrator alternance between training and action dimension from a technicopedagogical point of view. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T16:11:34Z No. of bitstreams: 1 209-manzanares+.pdf: 74752 bytes, checksum: 4f91c227234c14a97fa6a5be62c35e4e (MD5); Made available in DSpace on 2018-10-31T16:11:34Z (GMT). No. of bitstreams: 1 209-manzanares+.pdf: 74752 bytes, checksum: 4f91c227234c14a97fa6a5be62c35e4e (MD5)

Martín Vegas, Rosa Ana https://reunir.unir.net/handle/123456789/7095 2018-10-31T16:08:11Z

Los sistemas educativos español y alemán en la enseñanza secundaria: análisis comparativo de las asignaturas Lengua Castella Martín Vegas, Rosa Ana En este artículo se estudian los sistemas educativos español y alemán, prestando especial atención a la enseñanza del castellano y del alemán en cada uno de los países. La reforma educativa en España, en busca de la igualdad de oportunidades, ha supuesto un cambio en la estructura del sistema y un cambio en los contenidos y en la metodología de aprendizaje. El sistema educativo español actual se parece en la fundamentación teórica al sistema alemán, pero difiere bastante en la estructura y en la práctica docente. Los cuatro tipos de escuela secundaria en Alemania y la larga tradición de una pedagogía práctica en virtud del aprendizaje significativo en este país permiten alcanzar los objetivos generales del sistema educativo de manera más fácil. Un estudio comparativo entre las asignaturas llamadas Lengua Castellana y Literatura y Deutsch, como primeras lenguas en ambos países, ilustra las similitudes de las leyes educativas de los dos sistemas y las diferencias arraigadas en la tradición pedagógica de cada país que, a su vez, distancian en la práctica ambos modelos de enseñanza. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T16:08:11Z No. of bitstreams: 1 209-martinvegas.pdf: 73465 bytes, checksum: 4d7c5360c7590d0fdce06cb0e7185f42 (MD5); Made available in DSpace on 2018-10-31T16:08:11Z (GMT). No. of bitstreams: 1 209-martinvegas.pdf: 73465 bytes, checksum: 4d7c5360c7590d0fdce06cb0e7185f42 (MD5)

Santos Rego, Miguel Anxo Lorenzo Moledo, María del Mar Rodríguez Martínez, Antonio https://reunir.unir.net/handle/123456789/7094 2018-10-31T16:05:26Z

La rehabilitación de mujeres delincuentes en la perspectiva de la educación moral Santos Rego, Miguel Anxo; Lorenzo Moledo, María del Mar; Rodríguez Martínez, Antonio In this article we present a program of pedagogical intervention for the development, among others, of values in women internal in penitentiary centres. It deals with the development of values in imprisoned women from the application of strategies of pedagogical intervention directed to the development of the prosocial thought; these strategies are concentrated on a program of delinquent rehabilitation from the cognitive training, basing itself on a comprehensive model. This program (Prosocial Thought) was put into practice experimentally to a group of women internal in a penitentiary centre in Galicia. The evaluation of the program allows us to assure the efficacy of the same to develop among the inmates the skills and attitudes necessary for their reeducation and social rehabilitation. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-31T16:05:26Z No. of bitstreams: 1 209-lorenzo.pdf: 61123 bytes, checksum: 8334b426aba686f7007286a5a7222fd5 (MD5); Made available in DSpace on 2018-10-31T16:05:26Z (GMT). No. of bitstreams: 1 209-lorenzo.pdf: 61123 bytes, checksum: 8334b426aba686f7007286a5a7222fd5 (MD5)