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

Qualitative research focuses its interests on the analysis of social relations. Numerous are the disciplines and methodologies that derive from it. A good example is the case of the ethnographic method interested in analyzing, describing and understanding the functioning of cultures and what happens to them. From an educational point of view, this approach will allow analyzing and interpreting social reality through human relationships and their context by attributing meanings. Motivated by this context, the present work has as aim objective to carry out a bibliographic review on the ethnographic method. With a descriptive methodology, a review will be made about the origin of this method, as well as its conceptualization and characterization. Secondly, its importance will be approached from an educational point of view and some guidance proposals will be made for its implementation. Finally, it will focus on making a proposal for guidance for its implementation. It will conclude with a section of conclusions among which the multiple advantages that the use of this method offers, highlighting its pro-active nature towards the search for improvements and its descriptive, naturalistic, holistic and inductive character

This article presents some provisional conclusion after two years of work from the research project 4-3418, from the Faculty of Human Sciences, National University of San Luis. In a context of Intergenerational relationship ́s transformation in educational institutions, this Project searches students and adult educators experiences about their relationships in some schools in San Luis, Argentine. The corpus we use is made up of questionnaires, pedagogical narratives and discussion groups.The experiencias about I R that are alluded by young students and adult educators can be organized in three categories from an analytical perspective: the pedagogical-didactic, the personal-affective, the institutional. These categories indicated, to our knowledge, different reading keys that they prioritize to symbolize, characterize and evaluate their intergenerational relationships. Then the article shows some agreement and disagreement between the way students and teachers experience their IR at school

During the last years, policies of evaluation and recognition of the research activity have been implemented in universities, whose foundations and effects are subject to revision in this article. The scientific production has become a key criterion for the individual promotion, the social prestige and the quality of the universities, and consequently in one of its main sources of power and legitimation. This has influenced the institutional dynamics, modifying the relationships between professionals and their research habits through what has been called impact culture. From a critical analysis that shows the perverse effects of the implemented evaluation systems, the author reflects on the main dilemmas raised, in order to make a set of proposals aimed at acting against what can be considered the most relevant covert reform of the university in these years.

This article aims to take stock of the state of educational research nowadays. The objective is to show, from a critical point of view, how research is contributing or not to educational change and the improvement of teaching processes. For this, the relationship with educational policies and its instrumental value for the neoliberal agendas and the processes of reform of the educational systems by the current states and the action of international organizations is presented. There is also a brief tour of the various orientations that research has had in recent years, through the different paradigm changes that have occurred: from positivism to the qualitative turn, to the subjective turn and finally to the decolonial turn. It concludes with an analysis of the two major research models currently fighting: the “forensic” perspective, such as I term it, that is, the one that dissects the educational reality understood as an object to question, and the transformative perspective, which is situated together with the subjects, in the contexts of action, being part of the processes of change

This experience originated from the restlessness and need to stop dreaming of a different school and move towards a new method witch process is described in this article. It is a public school, C.E.I.P. María Zambrano and it is in the Infant school grades where the teachers meetings, learning courses and well intentions have taken them to develop spaces, learning environments that transforms all the relationships and roles that inhabit a school

Throughout this essay we show which is the current situation of the research in Education from a critical point of view. The authors describe the events during “the Paradigm Wars” in the last quarter of the 20th Century in order to compare the current situation of the qualitative research in education with the social and academic perception of the meaning of researching and producing a rigorous knowledge. The configuration of the hegemonic thinking about research in education based on the positivism and the appearance of “evidence-based research” support this hegemonic thinking resulting in an almost hidden qualitative research. What can qualitative researchers do to revert this situation?

It´s from the doubt, dissatisfaction or lack from where we will be encouraged to try something different. It´s from feeling that we are not happy with certain practice, attitude or criteria, from where we will mobilize to try toimprove. That’s why we need look again, from time to time, which is not clear to us. That indicates that there is no ankylosing, passivity or apathy; but, permeability, openness, desire and willingness to seek new paths. That is, signs of life, of progress, of movement, of heartbeat.

In this paper it shown a diary of a teacher in we can see different moments of a four-years-classroom. The description and analysis of this moments is focused in assembly, projects method, the importance of together planification and space organization as well as game and its different types. All these moments seen from respect and emotional intelligent perspective.

The impact of the new information and communication technologies (ICTs) has yet to be measured and accurately defined. They are undoubtedly having increasing impact in growing areas of telematic networks and an increasingly controlled social network. Between the optimism and pessimism of the discourse related to these tools, there has been scanty in-depth consideration or solid studies to enable us to understand how they emerge, are applied and, developed or the outcomes. In the context of the elderly, either by analogy with other age groups or for their potential, among other reasons, there are growing calls for more frequent use of ICTs. This work explore the relationships that exist between the elderly and ICTs based on the slogan launched in 2002 on “active ageing”, a notion or expression linked in Europe and America to promises of a political, social, economic and cultural nature and therefore the promoter of improved quality of life for people who grow old in advanced and developing societies that change and transform in ways that multiply their fears, risk of exclusion and insecurities. Nour exploration of analytical and empirical support tries to verify if such a promise is objectively fulfilled or whether, on the contrary, it forms part of the rhetoric of the use or political discourses of a populist and electoralist nature. empirical, tries to verify if such a promise is fulfilled objectively or if it forms part of the rhetoric to the use or of the political speeches of populist and electoralist character.

This study analyses the evolution of immigrant's social and educational inclusion in our neighbouring country during the last decades. First of all, we have examined a specific aspect of the assimilative French case. Namely, the discussion on the use of ethnic statistics, banned on the basis of equalizing principles, but that may be a handicap to any effort leading to the eradication of discrimination. The main core of our study is based on a starting phase where, from 1998, France starts to be aware of the differences, which is not free from difficulties due to the traditional French assimilationism. It is, however, from 1998 until now that several reports denounce the discrimination of immigrant minorities. This fight against discrimination is endorsed by the determined action of the European Union. The first report (Trajectoires et Origines, 2015) includes, amongst other aspects, labour discrimination and school exclusion at immigrant populated neighbourhoods. Nevertheless, with a more qualitative approach, Gilles Kepel's report, Banlieue de la Republique and Hugues Lagrange's reports denounce social and educational marginality of Maghrebi immigrants and, above all, sub-Saharan immigrants. Finally, we deal with the severe crisis of France's assimilation model and the risky school segregation that this population undergoes.