https://reunir.unir.net/handle/123456789/7060 2024-11-01T16:39:24Z https://reunir.unir.net/handle/123456789/7101 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) https://reunir.unir.net/handle/123456789/7100 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) https://reunir.unir.net/handle/123456789/7099 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) https://reunir.unir.net/handle/123456789/7098 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) https://reunir.unir.net/handle/123456789/7097 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) https://reunir.unir.net/handle/123456789/7096 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) https://reunir.unir.net/handle/123456789/7095 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) https://reunir.unir.net/handle/123456789/7094 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) https://reunir.unir.net/handle/123456789/7092 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) https://reunir.unir.net/handle/123456789/7091 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) https://reunir.unir.net/handle/123456789/7090 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) https://reunir.unir.net/handle/123456789/7089 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 https://reunir.unir.net/handle/123456789/7088 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) https://reunir.unir.net/handle/123456789/7087 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) https://reunir.unir.net/handle/123456789/7086 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) https://reunir.unir.net/handle/123456789/7070 Virtualidad formativa de los derechos humanos la educación cívica Naval Durán, Concepción; Altarejos Masota, Francisco If we try to discover the educational power of Human Rights, attention should be paid to the value and meaning of Human Rights, to the reasons for and against them, to the possibility of their being enacted, and to their foundations. This discussion is the best way to build a plural civic education, viewed as moral education. This latter must necessarily be carried out relaying on social action in addition to school education. It is not the case of merely introducing some new specifics themes of the education for citizenship; it implies a new way of educating. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-30T09:56:18Z No. of bitstreams: 1 211-altarejosnaval.pdf: 51238 bytes, checksum: eef8452ca965eddfbc847835d8afff15 (MD5); Made available in DSpace on 2018-10-30T09:56:18Z (GMT). No. of bitstreams: 1 211-altarejosnaval.pdf: 51238 bytes, checksum: eef8452ca965eddfbc847835d8afff15 (MD5) https://reunir.unir.net/handle/123456789/7069 Valores emergentes y los derechos humanos de la tercera generación Escámez Sánchez, Juan The human rights of the third generation affirms the claim on the heritage of all to whom its denial precludes the practicability of purpose. People in the industrialized countries rightly, of course, deplore any insensitivity to the rights they have come to cherish. Ecological damage emerges from a lack of solidarity. The activities of solidarity are going to be essential in the ever-changing and uncertain society of the future. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-30T09:51:55Z No. of bitstreams: 1 211-escamez.pdf: 55228 bytes, checksum: 3f6a9a1630b02b440616ecd86a0e2d98 (MD5); Made available in DSpace on 2018-10-30T09:51:55Z (GMT). No. of bitstreams: 1 211-escamez.pdf: 55228 bytes, checksum: 3f6a9a1630b02b440616ecd86a0e2d98 (MD5) https://reunir.unir.net/handle/123456789/7068 La experiencia de los derechos en contextos de aprendizaje escolar una investigación a través de las nuevas tecnologías Gil Cantero, Fernando; Jover Olmeda, Gonzalo As a consequence of some previous theoretical work, this paper analyses children's experience of rights. The project "Growing with Rights", was carried out via Internet in sixteen Spanish primary schools. More than seven hundred pupils (10 to 12 years old) and thirty teachers took part in it. The project was grounded on the idea that children's rights aim to promote the image of boys and girls as active agents. So, when teaching rights we must depart from an open dialogue on the personal experience they have about their own rights. In the paper, we first consider the theoretical basis of the project, concerning both the pedagogic possibilities of the new achievements in information technology, and the evolution and meaning of the rights of the child. Then, we expose some methodological aspects and discuss the main results arising from the research. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-30T09:47:53Z No. of bitstreams: 1 211-gilyjover+.pdf: 70278 bytes, checksum: 310d48ea4c559a17635eec92c53f5a37 (MD5); Made available in DSpace on 2018-10-30T09:47:53Z (GMT). No. of bitstreams: 1 211-gilyjover+.pdf: 70278 bytes, checksum: 310d48ea4c559a17635eec92c53f5a37 (MD5) https://reunir.unir.net/handle/123456789/7067 La declaración universal de los derechos humanos compromisos y deberes Martínez Martín, Miguel; Noguera i Pigem, Elena To have democratic and pluralistic societies we need some values, rights and attitudes to improve our living together. We assume the dignity of every one as human being and so that we relate our text to the Universal Declaration of Human Rights. But those are not enough. We need to be involved, to participate and have duties and responsibilities in our society. In this context, the school system has to take into account all these considerations to have citizens where their rights are respected and are able to have responsibilities and trained to assume those duties. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-30T09:43:57Z No. of bitstreams: 1 211-martinez.pdf: 74910 bytes, checksum: 5fe18712db18c104be2edb3417258486 (MD5); Made available in DSpace on 2018-10-30T09:43:57Z (GMT). No. of bitstreams: 1 211-martinez.pdf: 74910 bytes, checksum: 5fe18712db18c104be2edb3417258486 (MD5) https://reunir.unir.net/handle/123456789/7065 Los derechos humanos y la educación en los valores de una ciudadanía universal Medina Rubio, Rogelio This study has been undertaken within the context of education for human rights, in order to identify, collect and analyse the values of a multicultural and cosmopolitan education. It is expected that this study will contribute to the renewal of teaching methods which need constant up-dating in keeping with the demand for new knowledge with the necessary change in behaviour patterns and attitudes of pupils for a new society to which they will belong. Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-30T09:37:54Z No. of bitstreams: 1 211-medinarubiopresent.pdf: 16926 bytes, checksum: e03be5d8814a3f44e1b307fad5ba24f1 (MD5); Made available in DSpace on 2018-10-30T09:37:54Z (GMT). No. of bitstreams: 1 211-medinarubiopresent.pdf: 16926 bytes, checksum: e03be5d8814a3f44e1b307fad5ba24f1 (MD5) https://reunir.unir.net/handle/123456789/7064 Educación, cooperación y desarrollo Mínguez Vallejos, Ramón; Ortega Ruiz, Pedro The present paper criticizes the current conditions imposed on poorer countries in their path to economic development, describes a number of cooperation models and presents a new conception of human development. It focuses on education for cooperative development. People's growth and development requires the preparation and training of those involved in the task. The education for cooperative development is approached from a moral perspective and, more specifically, from the perspective of education for compassion. Finally, a number of strategies geared toward this type of education are presented: communication, self-control, and moral discussion strategies that make those in charge of cooperation aware of other people's living conditions Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-30T09:33:34Z No. of bitstreams: 1 211-ortega.pdf: 72300 bytes, checksum: f22fd2f07842b8732c4a1266b6f3bf2c (MD5); Made available in DSpace on 2018-10-30T09:33:34Z (GMT). No. of bitstreams: 1 211-ortega.pdf: 72300 bytes, checksum: f22fd2f07842b8732c4a1266b6f3bf2c (MD5) https://reunir.unir.net/handle/123456789/7063 El derecho positivo de la educación en el ámbito de los derechos humanos Reyero, David Se pretende en este artículo hacer una recopilación de recursos, y sentencias jurídicas que permitan describir el desarrollo actual en el ámbito internacional de los Derechos Humanos en general y del Derecho a la Educación en particular. Para ello se ha catalogado la información existente en torno a cinco ámbitos principales: A) Sentencias relativas al derecho a la educación recogidas por el Tribunal Europeo de Derechos Humanos. B) Revistas especializadas en los Derechos Humanos. C) Revistas especializadas en el derecho a la educación y derechos de la infancia. D) Organizaciones internacionales dedicadas a la investigación y promoción de los Derechos Humanos. E) Otras fuentes de recursos sobre los Derechos Humanos Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-30T09:29:28Z No. of bitstreams: 1 211-reyero.pdf: 43885 bytes, checksum: 1929fa2f283ba850ca2f6edc1bdb219b (MD5); Made available in DSpace on 2018-10-30T09:29:28Z (GMT). No. of bitstreams: 1 211-reyero.pdf: 43885 bytes, checksum: 1929fa2f283ba850ca2f6edc1bdb219b (MD5) https://reunir.unir.net/handle/123456789/7062 Derechos humanos y educación para el desarrollo Touriñán López, José Manuel En los países desarrollados se ha establecido una clara distinción entre derechos y libertades. En los países que defienden el estado del bienestar hay una atención focalizada hacia los derechos humanos. Pensar en los derechos humanos orienta la dimensión social del ser humano. Cincuenta años después de la Declaración Universal de los derechos del hombre, estamos preparados para pedir una nueva asignatura en educación: La Educación para el Desarrollo. Esta propuesta puede ser analizada y fundamentada de dos maneras diferentes y complementarias: Desde la relación entre derecho a y de la educación y sociedad de la información Desde la necesidad de “Educación para el desarrollo” como un derecho social dentro del proceso general de democratización social y descentralización administrativa en la sociedad actual Submitted by Mercedes Contreras (mercedes.contreras@unir.net) on 2018-10-30T09:24:39Z No. of bitstreams: 1 211-tourinan.pdf: 60869 bytes, checksum: d035ed8c31efe60de7dd702a96e66d49 (MD5); Made available in DSpace on 2018-10-30T09:24:39Z (GMT). No. of bitstreams: 1 211-tourinan.pdf: 60869 bytes, checksum: d035ed8c31efe60de7dd702a96e66d49 (MD5)