Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Our author wonders whether in this educational system of tables and chairs, of pencil and paper, we have devised a strange way of looking without seeing, which predisposes us to diagnosis. She warns us, then, that it is just as important to detect children's difficulties as it is to gain a deeper understanding of their ways of existing and being in the world.

Editorial presentation of Volume 4 number 1 of Márgenes, Revista de Educación de la Universidad de Málaga. Tenth issue of the journal, consisting of a total of 15 texts, distributed in different sections. This is an eclectic issue in which we continue to offer content faithful to the premises and educational pillars with which we started.

We interviewed Cristóbal Ruiz Román, Professor in the Department of Theory and History of Education and MIDE at the University of Málaga.

A review is presented of three works whose nexus lies in how the University of Seville has been applying for 9 years the FIDOP Programme (Teacher Training, Innovation and Teaching Research) (https://institucional.us.es/fidopus/), oriented towards student-centred teaching and learning and based on Improvement Cycles in the Classroom.

In the analysis of reality we must have a holistic vision, and not look only at any trifle that alters our brain. Teachers must always act on the educational context, especially when working with students with disabilities. Because disability is not in a specific person but in the whole society. 

The purpose of this article is to analyze the intersubjective praxis of reciprocal recognition, as well as the attitudes and practices of pacifist empowerment of teachers working in public schools in Bogotá, as a contribution to the construction of a culture for peace, a fundamental key for the formation of a new and more peaceful generation in this post-conflict period in Colombia. To address this topic, a qualitative methodology called "Narrative Productions" was used, which did not objectify or subsume the teacher to the power of the researcher or the object of study, but contributed to recognize his voice and experience as part of the complexity of the studied reality. The twenty narrative accounts elaborated were constructed jointly by the teacher and the researcher, generating a situated, partial and embodied knowledge, with which the researched topic was explored, understood and evaluated. These stories express not only an individual but also a collective feeling of the phenomenon studied, so that in the analysis and discussion they could be articulated with the academic texts consulted in the conceptual framework. As a result of this research, the responsibility of teachers in the construction of a culture of peace was evidenced, through a humanistic education focused on their dignity and integrity, on respect for difference and diversity, on the peaceful resolution of conflicts, making a break with the utilitarian approaches of an education by competencies, such as the one being implemented in public schools.

This research describes the life story of a teacher who works in three educational stages: Early Childhood Education, Vocational Training and University Education. The main objective of this study is to understand and analyse the professional growth of the participant throughout her forty-three years of experience. An in-depth interview was used, which took place at different times to understand the participant's life story. The results show the reasons why the participant decided to become a teacher. The moments in which she decided to develop into other professional educational contexts and the different difficulties she had in achieving this. The interview dived deeper into the intense relationships established with each of the members of the different educational communities; including how she established her profession and giving special importance to the attention to diversity in education. From this life story it can be concluded that the educational context is not stable. Which is why it is essential for teachers to have continuous, diverse training and learning that responds to changes in education. This life story of a teacher shows the various factors that influence the construction of teacher identity.

This text aims to address two challenges of higher education: to focus the learning framework on students and to do so with a gender perspective. Situated at the intersection of both aspirations, it is key to provide tools that make visible to students the logics that support a cooperative learning that takes into account the importance of gender inequalities in the classroom. For this, the first contact with the students in the presentation of a course seems a key moment: studies show how the first hours in the teaching influence the motivation to learn throughout the course. From these premises, and after delimiting the core elements of student-centered learning and the gender perspective applied to higher education, this text describes an experience implemented in the first two hours of presentation of a first year course of Sociology and Political Science based on a battery of active techniques in which emotion, symbolism and trust are key. This makes it possible, from the first hours, (i) to show the inequalities in the classroom, (ii) to frame the methodology and some of the central contents of the subject, and (iii) to experience from practice the meaning of politics. Understanding learning as a political process in which cooperation is essential, this text presents a model in which the focus is on students that we aspire to motivate to be the protagonist of their learning, in equality.

Studies on teacher emotions show some shortcomings (Chen & Cheng, 2021; Fried, Mansfield & Dobozy, 2015; Saric, 2015) that make it difficult to address the core aspect of these affects: their phenomenology. The aim of this work was to describe the phenomenological and bodily manifestations of emotions experienced in the classroom. A qualitative approach and a design based on emotional episodes were used. Four female teachers from two different schools participated in the study. Twenty episodes selected jointly by the teachers and the researcher were studied. Twenty reports and 20 semi-structured interviews were carried out, one for each episode where, in addition, the interviewees made traces on a printed silhouette to complement their answers. The content analysis made it possible to construct nine categories that we generically called “bodily textures of emotional experience” and on which it was possible to distinguish differences within and between teachers. The results, projections and limitations of the study are discussed.