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

This year, five hundred years ago, Martin Luther according to the legend nailed his 95 Theses on the church door in Wittenberg. The Theses, originally written in Latin, were translated into German. Thanks to the invention of the art of printing, “My Theses were truly through all of Germany” Luther later suggested. In a few years they triggered a religious and political transformation in the northern part of Europe, including Scandinavia. This transformation was later termed the Reformation. Today Christian churches rooted in the Reformation are spread all over the world.

The aim of this work has been to detect the differences and similarities from the point of view of Music Education among the Programas Renovados (Renewed Programs), the last document published in Spain before the emergence of the curriculum concept and how we conceive it today, and the Real Decree 1006/1991, that established the curricula for Primary School. For this, a comparative analysis of the aforementioned texts has been carried out through a documentary analysis that has allowed to contrast the legal framework, the character, the curricular functions, the configuration of the music area, structure, elements, musical areas, as well as the degree of concretion of both documents. The results reveal a high degree of difference between the Renewed Programs and Royal Decree 1006/1991 regarding the curricular functions, because the former served as a guide for the teaching staff, while the latter, in addition to the previous function, made explicit the intentions of the educational system for the stage. Likewise, a high degree of difference between the structure of the Musical Education elements of both documents has been verified. However, it has been observed a common presence of contents related to different areas of Music Education (singing, instrumentation, listening, movement and dance...), as well as a dual approach that includes the perceptual dimension and expressive of them.

Internship is a fundamental period in any curriculum of university education because it constitutes the point of connection between theory and practice and an opportunity for a first approach to professional socialization. In this context, to do the internship in a suitable workplace and accompanied by a competent tutor, are key factors for a positive experience and a significant learning in the students. This article presents an analysis of the requirements that are established for the tutors of the workplaces in the Master of Secondary Education’s Internship. These requirements will be juxtaposed with previous studies around the figure of the tutor in the workplaces, which determine their relevance in the student's learning opportunity, as well as the personal and professional competences desirable associated with their function. Methodologically, it presents a bibliographic review about the internship and the tutor as an agent for the training. Later, it presents a comparative analysis at the intranational level, in order to offer a vision from the regulations that regulate this aspect in the different Autonomous Communities in the Spanish state. Therefore, an analysis of educational subsystems within a country based on a common regulatory framework is proposed. The results show that, based on state regulations, and based on the decentralization of competencies in the different communities, there are diverse requirements depending on the territory and that the level of demand is variable. These differences are especially evident in aspects such as seniority in the workplace or in previous experience in the development of the role of tutor student trainees.

In this article a proposal is made for the study of supranational education policies, this field being an emerging area of study, it has not yet defined its own research method.In the first place, a detailed description of the proposed method is offered to conduct research on supranational education policies along with its corresponding phases and the exhaustive description of each of them.Next, a practical application of the proposed method is depicted regarding educational policies in the European Union. Therefore, the steps followed for the implementation of a research focused on the educational policies will be described. Subsequently, and in the framework of the European Union, special emphasis will be laid on the axiological framework of this institution, which is analyzed in the light of the implementation of the research method proposed.Finally, the results of the research are analyzed. These results will allow us to know, delve and reflect on the interests, principles and values of the educational policies in the European Union.

Education is increasingly implicated in religious and other ideological issues, but contributions from comparative education have been surprisingly rare. From the definition ‘belief-systems’, this paper reviews relevant comparative methodologies, and proposes that a ‘critical realist comparative’ approach can reduce methodological weaknesses. It concludes that ontology and epistemology can apply current perspectives on ‘fake-news’ and ‘fact checking’. The UNESCO ‘disarming history’ framework can encourage non-confrontational educational discussions and the participatory creation of curricula and teaching materials. Appropriate research frameworks entail locating studies in terms of people, places, and/or systems, and the methodologies for researching powerful people and organisations can improve data collection methods. Crowdsourcing research and online research, including big data, increase the scope of these methods. Diverse participation improves research, and the paper provides ideas for involving young people.

The phenomena of Globalization and Postmodernism have determined the need to overtake a readjustment of the epistemological corpus of the comparative discipline in Education, necessary to integrate the demands of such discourses in our academic field. Additionally, the resolution of the scientific vulnerabilities of Comparative Education, and the achievement of a postrelativistic phase in the construction of the discourse of our discipline, demand the competition of an interdisciplinary work in the construction of such discourse. Particularly overriding in the approach of the epistemological challenges mentioned, is the commitment of an interdisciplinary work with teleological sciences of education, that allow the foundation and settlement in solid basis of a fertile and stable comparative discipline, beyond the natural changes of successive historical cycles.

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The aim objective of this article is to understand the main barriers faced by refugees and asylum-seeking students in the academic context in the host country. It is also especially interesting to discuss about the purpose of educating to these minors. For this reason, we have reviewed different researches, which have focused on this topic. Once we identified and described the most common difficulties found by these studies, the problem will be analyzed using the Approach Based in Human Rights. In this way, it is possible to know the responsibilities of agents involved in the schooling of these minors. States, local authorities, educational centers and teachers are mainly responsible for guaranteeing the right to education of these children. The most common barriers are: the acquisition of the language of the host country, culture, school harassment, xenophobia and lack of teacher training. To solve this current situation, we will present four intervention programs to respond to their specific needs of refugees and asylum-seeking students based on international human rights legislation.

This article takes into account the recent trend of historiography towards a return to a universal conception of history. This universalism consists mainly in a global and profound vision of the past. Such an approach is assessed here through the comparative observation of some recent works that have provoked a lively debate in the academic community. This orientation, however, is far from new; it is rather a return. The most important historical works produced from the Middle Ages to the eve of modernity, in fact, have considered human history as a whole. The reduction of the time frames in scholarly works analysed here, although responding to contingent and concrete needs, according to some intellectuals caused cultural ‘short circuits’ that prevented us from grasping the same historical events that historians were trying to understand and guide. In this article, I will try to put ancient universalism into dialogue with modern universalism, underlining the pedagogical value of this way of writing history and the centrality of educational institutions in consolidating and transmitting it. The historiographical works considered here do not necessarily exhaust the whole panorama of publications on this theme. In my opinion, however, they are the most representative and innovative of this new and at the same time ancient trend. What they have in common is the renewed sensitivity of the scientific community towards a multidisciplinary and inclusive approach, which uses the recent acquisitions of a wide range of sciences, including geology, anthropology, archaeology, physics, for the study of human history. 

From the epistemological point of view, the field of history of education has always been one of the most challenging for scholarship to define.The roots of such a difficulty are multilayered and have barely emerged over time, but they have kept their grasp on the potential development of a field that could make an enormous contribution to the global understanding of one of the core practices of every human society.In this chapter, we will dig into these roots, cutting across epistemological and geo-cultural perspectives, in order to provide a scenario that might overcome the impasse that impedes the global recognition of the scholarly and academic field of the history of education, and put forward a tentative outline of an approach that could pave the way for such recognition. This approach is based on the comparative method. It is not anything new, as it dwells in the Enlightened attitude toward universalism and comparativism for global literature, historiography, philosophy, and so on. But it has paradoxically found very few chances so far to be applied in the literature of the history of education.This chapter will inquire into the reasons for this neglect, and outline an epistemology of a comparative method that might illustrate new ways of thinking about production for the future of the history of education.