ISSN: 2310-2799
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546,196 artículos
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Año:
2019
ISSN:
1688-7468, 1688-5287
Mora Olate, María Loreto
Universidad Católica del Uruguay
Resumen
The schooling of migrant children and young people is a challenge that has not yet been faced by the Chilean educational policy, facing such students to a monocultural curriculum and forms of evaluation derived from a technical paradigm, which make the diversity of knowledge, invisible. The article describes the first phase of the design of a model of intercultural evaluation of learning from a critical reflexive paradigm, using an emancipatory conception of evaluation as a dialogue of knowledge for the improvement and educational equity in migrant education contexts. In the design of the intercultural evaluative model, we considered the theoretical support of the formative evaluation, continuous regulation of learning, teacher meta-evaluation processes and a broader concept of interculturality.
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Año:
2019
ISSN:
1688-7468, 1688-5287
Palombo, Ana Laura; Cuadro, Ariel
Universidad Católica del Uruguay
Resumen
The aim of this study is to present a review of the intervention programs in orthography that have shown evidence of improvement. Based on the analysis of 419 identified articles, twelve were selected as they met the criteria of having specifically developed an intervention plan in orthography. The results show a high level of systematization, regularity and specifications in the interventions, were both cognitive and instructional aspects are considered. For the program to have an effective impact, it needs to present a set frequency, consider the type of word, the phonological analysis and writing, which are implemented interactively in systematically planned activities.
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Año:
2019
ISSN:
1688-7468, 1688-5287
Agostinho, Kátia Adair
Universidad Católica del Uruguay
Resumen
The study, an ethnographic research with children, aimed at knowing their forms of participation in early childhood education identified the intense and pulsating way in which their body participates in their educational contexts expressing their points of view. From the empiria and theoretical bases (Ferreira, 2009, 2013; Fingerson, 2009; Gil, 1997; Le Breton, 2009) we have seen that the children's body is the basis of all their social experience, mediator of relationships, practices, discourses, the appropriations of the Other and the world. This idea must be considered in pedagogical practices so that we respect the body of the child eager to discover and discover in its new and embryonic relationship with the world.
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Año:
2019
ISSN:
1688-7468, 1688-5287
Cornejo Espejo, Juan
Universidad Católica del Uruguay
Resumen
The article is a critical reflection on the scope and challenges of educational inclusion, since the subject has been focused almost exclusively on the attention of students with special educational needs. The other excluded groups in the school traditionally have been omitted, invisibilized or silenced, reason why its irruption in scene supposes new challenges. The article is divided into three parts: The first problematizes the meanings and implications of educational inclusion. The second questions integration projects that promote the assimilation, normalization and invisibility of differences. The third part sketches some ideas that bet on the deconstruction of the paradigms that support the exclusion as a requirement for an authentic educational inclusion.
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Año:
2019
ISSN:
1688-7468, 1688-5287
Garino, Delfina
Universidad Católica del Uruguay
Resumen
Compulsory secondary school was stablished by law in Argentina in 2006. However, there are still problems that refer to drop off and to the development of meaningful learning processes for students. From a qualitative analysis perspective, this article analyzes the educational proposal of a secondary school with vocational training and takes up the voice of its graduates to analyze the inclusion of young people "to" secondary school (in terms of retention) and "in" secondary school (in terms of developing meaningful learning processes for students). Youngsters assessed work formation and personal containment as strategies that had enabled their educational inclusion.
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Año:
2019
ISSN:
1688-7468, 1688-5287
Sumba, Nicolás; Cueva, Jorge; López, Roberto
Universidad Católica del Uruguay
Resumen
The purpose of this research is to analyze, from the perspective of the teachers, the experiences in the exercise of higher education in prison. The educational experience carried out in the Provisional Deprivation of Liberty Center in Guayaquil, Ecuador, is taken as a case study. The starting point is a bibliographical review of the legal framework that supports prisoners, as well as the results of previous similar studies. The research used the synthetic analytical method supported by observation processes and questionnaires that gathered the teachers' points of view, analyzed through the systematization of experiences. Among the results, it stands out that teachers face a lack of resources and a feeling of insecurity within the prison, but they do not consider them obstacles to imparting classes and value the experience as enriching. It is concluded that the exercise of higher education in prison is feasible, but it must be consolidated through the design of didactic proposals appropriate to the context and adapted to the needs and profiles of the penitentiaries.
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Año:
2019
ISSN:
1688-7468, 1688-5287
Ramírez-Pereira , Mirliana; Cabezas Aravena, Fernanda; Parada Muñoz, Estefanía; Quintrileo Valenzuela, Constanza; Duarte González, Rosa
Universidad Católica del Uruguay
Resumen
Social Representations of Gender are related to stereotypes and gender roles, that interfere in personal development. The aim of this research is to understand the social representations of gender in teachers at elementary school in Santiago of Chile. This is a qualitative research from a post-positivist paradigm. Following the snowball technique, in-depth interviews with teachers were conducted and then subjected to content analysis. Among the main results, the following stand out: the reproduction of social representations differentiated according to biological sex and the effort made by teachers to promote gender equality in the classroom.
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Año:
2019
ISSN:
1688-7468, 1688-5287
Rigo, Daiana Yamila; Riccetti, Ana Elisa; Siracusa, Marcela; Paolini, Paola
Universidad Católica del Uruguay
Resumen
This article presents the results of three flipped classroom experiences carried out with university students, with the aim of promoting students' commitment to learning and, at the same time, knowing their assessments of the proposal. The study, conducted in 2017, involved 124 subjects enrolled in various professorships at the Universidad Nacional de Río Cuarto. Each experience was developed using Facebook as a virtual platform. For data collection, a questionnaire of open and closed questions was used, administered at the end of each experience. Among the results, the participation dynamics, interest and autonomy were highlighted as indicators of the commitment perceived by the students towards the new teaching-learning modality. Likewise, the students remarked that the proposal was interesting, suggesting more inverted classes and extrapolating them to other subjects.
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Año:
2019
ISSN:
1688-7468, 1688-5287
Mosso, Agustina Guadalupe
Universidad Católica del Uruguay
Resumen
This article brings together the first advances of a line of research that investigates primary teachers who, in addition to exercising in the classroom, wrote textbooks for their students during the first half of the twentieth century in Argentina. Numerous evidences were found that suggest that teachers, as literate agents, brought complexity to the classroom with teaching practices by writing materials for their students, among which we can mention manuals, reading books or literacy cards. In this article, textbooks are used as territories of symbolic imposition and institutionalization of relations between knowledge and power in the school (Martínez Bontafé as cited in Sardi, 2010, p. 91). First, the characteristic notes of the Argentine educational system of the period —in which these women taught and for which they produced their writings— are studied, since they are fundamental for understanding the subsequent analysis of textbooks.
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Año:
2019
ISSN:
1688-7468, 1688-5287
do Nascimiento de Paula, Alisson Silder
Universidad Católica del Uruguay
Resumen
This study seeks to analyze the mechanisms that make up the SINAES (Sistema Nacional de Avaliação da Educação Superior), their link with the notion of educational accountability and the definition of quality adopted by this evaluation system. This is a qualitative research. The type of study corresponds to the bibliographic and documentary. The analysis technique corresponds to the content analysis. In fact, the evaluation of higher education in the recent history of Brazil has experienced and experiences several transformations, highlighting advances and setbacks from the operational point of view. The emphasis given to ENADE and the regulatory frameworks that condition the modus operandi of higher education institutions in Brazil are expressed as a model of accountability.
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