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

The proposal 15 Minutes away from Los Asperones is part of a multidisciplinary research project developed in Los Asperones, Malaga. Two levels articulate the project: on one hand, an analysis of the territory and the socio-cultural reality of the neighbourhood is proposed in the form of a documentary that revolves around a series of interviews; on the other hand, a video-performance, a poetic action that stands on the power of utopia and myth. Based on the 15 Minutes City theory, which explores the idea of a sustainable city, is established the spatial-temporal measure in which each citizen should have access, on foot or by bicycle, to the fundamental services. How far away are the residents of Los Asperones from this parameter? Starting from the neighborhood and within a radius of 15 minutes, we travel through this waste area of the city of Malaga, where more than 150 families simulate daily the game of living.

Initial and in-service teacher training is signalled as one of the fundamental keys for the improvement of the educational system. However, for this to happen, teacher training must be linked to quality educational practices. In this paper, qualitative research on educational innovation through the principles of Grounded Theory is claimed to be an effective way to build a theory on educational innovation which is both valid and useful to positively transform the educational system.

This article presents the curatorial practice of Talking to Action. Art, Pedagogy, and Activism in the Americas, as it passed through Sullivan Galleries, the art gallery of The School of the Art Institute of Chicago in 2018. This exhibition was dedicated to socially engaged artistic practices in the American continent. Thus, this text analyzes the curatorial modes developed ad hoc to exhibit twenty-two projects from various geographical origins through decolonial logics and methods, learned through the study of the selected works and their artistic production methodologies.

The trend that we have been observing in recent years within Spanish educational policies is based on quantitative criteria and practices of a markedly neoliberal nature, being the practically exclusive reference when it comes to evaluating and determining the suitability and competencies that will have to be developed in university work. The present essay adopts a critical approach that allows certain reflection with the intention of opening perspectives and going beyond this trend, which is increasingly monopolized in postgraduate and doctoral training and in the professional development of young teachers and researchers. The text seeks to connect the social with the individual, inviting dialogue and revealing the risk involved in orienting research and professional careers within the university mainly towards the training of technical and competent professionals, leaving the development of their critical and reflective qualities on a marginal and secondary level. 

The process developed in a case investigation of an educational center, over three years, is described. The participatory, democratic, dialogic and inclusive action research methodology allowed a significant part of the educational community to participate and be actively involved in it, from its initial design. Thus going from being "object" of research to being "subjects" protagonists of it. This research approach involved the shared construction of a process of change and improvement, from a critical tradition of participatory dialogic action research, which allowed the educational community to use the research process to analyze and improve their own reality in a negotiated and agreed. The research thus proposed, with a democratic, participatory nature and committed to transformation and collective improvement, results in its social utility.

The article exposes an approach to a case of first year ESO in a Secondary Education Institute of Málaga province. The goal was to approach and understand the conceptions that teachers and students from this course have concerning the educational evaluation, so as the way in which it is performed, and the differences established regarding the qualifications. To achieve this, the process began with an initial observation, interviews with the educational agents mentioned, as well as the guidance of the institute were conducted, and certain documents of interest were reviewed. According to the gathered and contrasted information, it seems to be confusion regarding the meaning and functions of the evaluation. The latter is usually merged with the qualification, which inevitably affects the teaching methodology, and therefore, the student learning process.

In this article is carried out a reconstruction of a singular experience in a forest school of the Basque Country, characterized by the dynamic component in the construction of shared senses in playing contexts. Through a concrete and situated experience, a metamorphosis process is narrated that emphasizes patterns of self-regulation of the risks associated with free play in nature. A process that has made it possible to enrich the experience and pedagogical practice by going beyond the realities objectified and crystallized in social habits to make new solutions emerge.

The challenges that currently arise from social and educational inclusion lead us to reflect about the research that we are involved in order to contribute to the transformation of more fair and equitable society. In this article, the meaning of research about basic and ethical questions is debated, that all those who would like to investigate should be questioned. Recognizing that while education is political, so is research, our commitment is to continue moving towards inclusive research in line with the postulates of inclusive education. It is concluded by highlighting the need to work on the principle of collaboration, the role of participants in the different phases of research and the inclusion of the most vulnerable, among others, being aware of the advantages and opportunities offered by this approach within a social responsible research and for the benefit of a more just and equal society.

It is usual that we create low educational expectations in people with disabilities. It is necessary that, in constant coordination with families, we raise hopes about childhood, which is always in development. We just need a look that takes into account the possibilities of others.

This paper comes from a qualitative research carried out in a school sponsored by a public voucher system and located in Raval, a neighborhood of the metropolitan area of Barcelona. When I developed the study, Raval was a social context where the lives and voices of its citizens were usually silenced due to the vulnerability of the people who inhabited that area. In this sense, the purpose of the inquiry was to explore how life and relationships might unfold in the daily life of a particular classroom. For a year and a half, I was alongside the teacher and a group of children who were 8 and 9 years old. Through deepening into the pedagogical goals set by the Elementary teacher, and using a hermeneutical, phenomenological, and narrative approach, the study focused on accompanying the teacher and three of the children as a way to understand how they were composing their lives. The diversity of the class spoke about their cultural and geographical differences. It was through the observation, formal and informal conversations, and participating in their class activities and games, that I discovered a world whose meanings and senses -sometimes hidden under educational standards- required a pedagogical disposition to be recognized. A disposition that the teacher pointed out in our time together and that showed me how the children can be placed, in our educational landscape, outside of what we expect or desire. This might locate them in a position where they are “different”. Thinking and analyzing the shared stories and lived experiences, allowed me to understand how the “principle of order of the just medium” (Milstein y Mendes, 1998) is still present in some school and classroom dynamics