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

History education studies recovering Historic Memory of Education involves working on the oral history of retired teachers who revive experiences, thoughts, feelings, values and pedagogical actions through an intergenerational dialogue between the teacher students and the retired teachers. Their stories have an important pedagogical value which allow us knowing the socio-educative features of the education from our recent past; initiate our students into educative research using qualitative methodologies such as life stories and oral history; and generating knowledge thanks to the intergenerational relationships between the students and the retired teachers. The extracted information has enabled the rescue of the education history, giving light and value to the educative task carried out by anonymous teachers, ordinary people. This has allowed us making sense and giving meaning to curricular knowledge strongly theoretical relating them to events that could have been lost, and that now we dignify them when implementing life stories, and at the same time, these stories enrich the future teachers by helping them generate their own teacher’s identity.

The article recovers a series of reflections on the relationship between training and narrative, based on an experience as a tutor in the Doctorate in Education. Specific Program in Training in Narrative Research and (self) biographical in Education, of the Faculty of Arts and Humanities of the National University of Rosario, Argentina. It reconstructs a chronological autobiographical writing structured as a memory of formation, reconfiguring it through cores of meaning that reveal ideas that were becoming central: formation paths such as biographical paths, polyphonic writing and towards a porous pedagogy. It also shares some questions regarding the forms of dialogue between the narrative and the academic in the educational research processes, in order to recover the contributions of the narrative not only as a methodological resource but as a research perspective and its challenges.

In a context marked by the neoliberal transformation of educational services and when inclusion is presented as a value for a sustainable development, this article aims to contribute to understanding the active role that places and interactions in them have by generating experiences of segregation or inclusion in rural spaces. The goal is to identify which are the experiences of inclusion and segregation among the members of a Grouped Rural School. The ethnographic study of a school in a Grouped Rural School from Aragón (Spain), through participant observation, informal conversations and document analysis, shows how the interactions generated around structures such as the school and the CRA differ on one hand to proximity relationships between families and students and on the other hand to the teachers. Finally, the tensions in relation to the experiences lived in rural schools are discussed, underlining the need for educational policies to attend to the particularities of the different schools.

The following project offers an ethnographic approach to the value of interculturality and the possibilities of transforming gaze into the psychopedagogical task, based on the artistic experience and pedagogy of the meeting. For this, intercultural educative experiences carried out in Alcalà de Xivert (Spain) and in Gandiol (Senegal) are described, by an autoethnographic story, and they relate art with the meeting between cultures, highlighting their ability to show the polyvalence of the materials from the art of recycling and reuse. This study allows us to reflect on the transformation in the psychopedagogical gaze, make visible, explain and understand the learnings produced, describing the cultural shocks lived. In conclusion, the relevance of the creative practices that propitiate the intercultural meeting is shown since they favour an inclusive, ecological and sustainable education for the person and in their environment

The article analyzes the way of writing and teaching history from a decolonial feminist perspective. This theory, developed by activists from the global south such as Ochy Curiel or Yuderkys Espinosa, proposes not only to conceptualize the web of oppressions in which subaltern women are found, but also an original praxis. Starting from these theorizations, the article exposes the way in which the author applies them in her work as a historian and in her practice as a teacher in the department of Hispanic studies in France. As far as research is concerned, the history of maternity in decolonial key examines birth as a space of power in which different systems of oppression (of class, race, and sex / gender) are interwoven. On the other hand, the study presents different experiences of decolonization of knowledge in the French university environment.

Educational research is increasingly pressured by the evaluation model established by ANECA. "Publish or perish" in impact journals has become the only way to access or stay in the "research career." This generates a model of science and research marked by impact and profitability, against the common good and social interest that are progressively delayed. Political will is needed to promote another comprehensive, reasonable, global, equitable, coherent and fair research evaluation model that responds to an Open and Citizen Science model for the common good, express mandate of the European Union program in the Horizon 2020 initiative.

This work of introspection and personal reflection examines my beliefs, experiences and life experiences in the little more than ten years that I have dedicated to the teaching profession at different educational stages. Through an auto-ethnographic perspective, I re-examine my beginnings in the profession and analyse the transformation experienced from the current prism in which we live immersed, in which a worldwide health crisis can mutate the political, social and cultural aspects that surround teaching. By recounting particular events in the form of "threats to trust", the article brings to light the impact of current education policies and, in the medium term, of excessive bureaucratization, virtual teaching and lack of trust towards education professionals and their reflection in my personal and professional identity. The manuscript, approached with an evident spirit of dialogue and as a cathartic resource in these times of crisis, shows the erosion that public education in general and, in particular, the teachers who work in it, are suffering.

This writing arises in the Research Project "Inter-generational relations in formal educational institutions: experiences of children, youth and adults", based on the FCH - UNSL. The project's general objective is to investigate how inter-generational links are (re) constructed in formal educational settings, by exploring the experiences that children, youth and adults have of these relationships. In this framework of reflection, this work will particularly expose the meanings that young people from popular sectors who attend secondary schools in the City of San Luis have built in relation to the idea of ​​"respect" in the links they establish with adult educators from their schools. To investigate this topic, we analyzed a corpus made up of 250 surveys and 25 interviews with young people. As recent national and international research shows, the notion of respect emerges as a privileged vector to analyze the way in which inter-generational and pedagogical links are transformed today because it makes visible, among other aspects, youth experiences, needs and claims that stress school ties. In this work, in particular, we identify two large nuclei of meaning linked to how students understand the notion of respect: one-way or traditional respect, and two-way or emerging respect.

In a world overcrowded with technologies, new modes of communication and new forms of information transmission, it is worth asking: What is the use of so many electronic devices, so many social networks, so much digital technology as a society? "Education of the Look" raises some answers that combine the social point of view with the educational one. Through the work of different researchers on various topics, this book aims to address the different aspects that cover such a complex subject as media education. The central point in which all the works emphasize is the need to promote a critical view of media consumption, as well as to promote production within the media by the students. Finally, the role that new technologies can have to achieve a social transformation towards greater equality of opportunities is also highlighted.

This reflection proposes a critical reading on the influence of discourses, policies and regulations on the quality of education in school, which consider education as an essentially private good and whose value is above all economic. In the first place, the experience of a teacher from a private educational institution is narrated with the discourses of the quality of education, secondly, the “quality antilatidos” are problematized, understanding by those effects of the discourses of the quality in education that act to the detriment of the teaching-learning process. Finally, the “sentipensante heartbeats of a teacher and social pedagogy” are raised, referring to those pedagogical elements to think of other possible forms of resistance in defense of a school that recovers education as a social value. Thus, the beats in this reflection is a call for teachers to form critical spaces to reflect, question and transform with our hands and actions, from the thought and the heart, the reductionist, efficient and mercantile vision of the education that has been imposed on us from the neoliberal capitalist system.