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

Article originally published in 1924 in the journal Revista de Pedagogía, then directed by Lorenzo Luzuriaga. The author reflects on the teaching of adults, specifically women. Knowing how a serious issue illiteracy was at the time in Spain, Leonor Serrano emphasizes the idea of offering an organized and distributed teaching throughout the Spanish geography, with an emphasis on rural areas. It addresses this question from a feminist perspective, arguing for the full integration of women in the educational system not only from their early years, but serving all women in need of literacy. Teresa Rabazas Romero and Carlos Sanz Simón, the Museum of History of Education “Manuel Bartolomé Cossío” at the Complutense University of Madrid, prepared this reedition with an additional critical commentary.

The present study analyzes the academic performance in Secondary Education of non-immigrant students and those of immigrant origin studying in the 1st and 2nd year of Compulsory Secondary Education and in the 2nd year of a Level Studies within the Region of Murcia. It is non-experimental, quantitative, short longitudinal descriptive study carried out with 1262 students. From the results obtained, the highlight is that the academic performance of immigrant students is lower than that of non-immigrant students, however, immigrant students who complete fourth of Compulsory Secondary Education and complete the 2nd year of Level Studies obtain a similar or sometimes higher level than non-immigrant students. Another result of interest refers to the grades obtained by first and second generation immigrant students, since they show that the first generation students display an academic performance higher than those from the second generation. Finally, it indicates that the Certificate of Secondary Education is obtained by a higher percentage of non-immigrant students than those of immigrant origin.

The historical knowledge of Brazilian formal education is primordial to perceive the educational context of change, which has been lived nowadays and the establishment of differentiated analytical referrals. Thus, based on the premise that the ideologies of each historical moment have directed the implementation of educational proposals, this research aimed at analyzing the importance of understanding both the important historiographic period of Brazilian education and the impact of the educational reforms that have been carried out in Brazil Colony by Sebastião José de Carvalho e Melo, the Marquis of Pombal. The studied period was named as the governmental phase (1750-1777), which occurred during the reign of Dom José I in Portugal and ended in the Pombaline Reforms implemented in Portugal and in Brazil Colony. Such anti-Jesuitical reforms focused on measures whose goals were to take apart the current educational system and to attribute to it the educational decadence of the empire regarding that historical moment in order to put Portugal forward from a new 'cultural' guidance and colonial overexploitation. This is a qualitative and bibliographical research, which shows that the Pombaline reform has destabilized an already safe educational organization without settling down a new model instead. And this meant a backset in educational development, especially in the Brazilian context still under organization.

Objective. Understand how health has been integrated into the Catalan educational curriculum and whether it has been recognised as an additional competence, thereby contributing to the achievement of the objectives of the new European policy for the promotion of health and well-being, called "Health 2020". To reflect on the pedagogical role of the nursing professional and to propose alternatives for improvement to the current situation. Materials and Methods. An intentional and contextual interpretative process was carried out, articulating the process in several stages: delimitation of the areas of curricular knowledge to be analyzed in the stages of compulsory schooling, writing up the results and data analysis. Content analysis was used as the analytical method. Results. In the Primary Education stage, health-related competencies are observed in the fields of environmental knowledge, physical education, education in moral values and the digital field. At the Secondary level, competencies related to health are observed in the scientific-technological, social, physical education, culture and moral values and digital fields. Conclusions. Health promotion is not projected as just another subject in which health content is taught, but as a set of contents included transversally in some of the areas of knowledge, which would represent a barrier to the convenient development of health content. A new health promotion subject is proposed, with content adapted to each stage of education. The nursing professional becomes the most suitable choice to acquire responsibility and leadership and to implement this subject.

Teacher coordination is fundamental to achieve the new paradigm that the European Higher Education Area demands. The coordination and realization of interdisciplinary activities facilitate the acquisition of profes- sional competencies necessary for our students’ future performance in the workplace. In this study we pre- sent the data concerning the perception that students and teachers of the University of Valladolid have after the realization of an interdisciplinary initiative between two subjects taught as part of the Degree in Educa- tion. A mixed methodology has been used with a cross-sectional design. Two ad hoc instruments have been designed for the collection of data from students and teachers. Results: Regarding student perception, the interdisciplinary practice sessions have been highly valued for being considered useful and helpful in under- standing the contents of the subjects taught. In addition, the follow-up done of the research work, documen- tation and organization of the sessions has also been considered as highly positively. The coordination of teachers has been less positively considered. With regards to the perception of the professors the mutual learnings derived from the coordination of the activity have been considered positive, but the increase of work and effort that this type of sessions require has been highlighted as a negative aspect. In general, it is very interesting and productive to carry out this type of interdisciplinary practice sessions, but they must be carefully designed and planned. New technologies can be a useful resource to help teacher coordination.

In recent years, the world has experienced a huge revolution centered around the gathering and application of big data in various fields. This has affected many aspects of our daily life, including government, manufacturing, commerce, health, communication, entertainment, and many more. So far, the education has only little benefited from the big data revolution. In this manuscript, we review the potential of big data in the context of education systems.  Such data may include log files drawn from online learning environments, messages on online discussion forums, answers to open-ended questions, grades on various tasks, demographic and administrative information, speech, handwritten notes, illustrations, gestures and movements, neurophysiologic signals, eye movements, and many more. Analyzing these data, it is possible to calculate a wide range of measurements of the learning process and to support educational various stakeholders with informed decision-making. We offer a framework for a better understanding of how big data can be used in education. The framework comprises several elements that need to be addressed in this context: Defining the data; formulating data-collecting and storage apparatuses; data analysis and the application of analysis products. We further review some key opportunities and some important challenges of using big data in education.

Contemporary educational policies that encourage competition between schools subscribe to economic arguments about the superior nature of markets and are articulated based on a virtuous vision of their effects. The following report aims to explore the connections between market dynamics in education, especially the expansion of competition between schools through privatisation identifying the responses that schools elaborate to a competitive environment. Thus, our objective is to understand how market dynamics are related to the trajectories of schools during the period 2000-2010 in Chile. To respond to this objective, we used a research design based on a multiple case study and through different sources of information we examined the trajectory of public and private schools located in highly competitive contexts.

This study presents a reflection, description, and analysis of the implementation of continuous work days at educational centers in Catalonia. In the last years, this measure has been introduced in nearly all public secondary schools. Currently, there is also a plan to evaluate the introduction of such measure at primary schools. On the contrary, private and semi-private schools have maintained the same schedule and they have not made any changes in this regard. The article intends to reflect whether or not there might be negative effects on the students. Many of them do not participate in any extracurricular activities after class; as those are expensive and many families cannot afford them. This situation leads to certain groups not doing any activities outside of school hours. Instead, they spend their time mainly at home or with peers in similar circumstances.

The article proposes to problematize the weight that is usually granted to the universalization of secondary school to explain cultural degradation. To do this, it follows two tracks. On the one hand, the one provided by the reproductivist criticism carried out by sociology in the 1960s, which points out that it is in the epistemological-pedagogical dimension where its discriminating origin resides. The second track followed is the one rooted in the phenomenal technological and cultural change that our societies are experiencing, configuring a world that articulates defectively with the only school we could create. In light of these hypotheses, the article proposes to tune into the digital age, and then consider what bifurcation the school is forced to take in terms of the cultural transmission of the contemporary context. For this, it focuses on the analysis of three transformations that are transcendental for the cultural function that the school is called to fulfill: the digital culture; complexity theories and chaos; the explosion of diversity. The first one allows problematizing the didactic limitations that ICTs overcome; the second has the merit of correcting many of the epistemological biases promoted by classical science; while diversity opens us to the possibility of installing the value of plurality and materializing an integration of otherness based on differences. The work concludes by pointing out that in the virtuous link between pedagogy and ICT lies the ethical imperative that school has today, as well as its future.

We will try to read the concept of impolitic and impossible in Deligny’s work. We will focus on Les Vagabonds Efficaces (“The Efficient Vagabonds”, 1971) and The Arachnean and Other Texts (2015). We will return to “the impolitic” of Esposito’s philosophy and try to apply it to the exercise of unframing in Deligny. We will work on three great modern frames: subject, project, achievement; to each of them, we will present a trait of Deligny: autistic, arachnid, effective vagabonds. Throughout them, we will try to show the autistic community of Deligny as an impolitic act to modern education. Finally, our bet will be for an impossible education, a radical critic to modern representation.