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

As we speak about gender perspective or feminism in education or at the school, people use the coeducation concept. In some areas it seems like coeducation was an ancient subject, an acquired matter in education. For this reason when it comes to talking about it there are people who question the need to treat these issues as part of the curriculum, since they believe that it is only the family that should transmit this type of values, and yet today they still do not have managed to reach a coeducational school. However, we have not reached a coeducative school yet. That is why this research pretends to know how this concept is understand and which has been its evolution. In the present article the reader will find a diagnosis made in 30 schools in Vitoria-Gasteiz. In those schools has been done focus groups with families, teachers and students, and we have found different ways of looking to this term, coeducation. It is a case study that gathers different conceptions about coeducation in the city. We have concluded that an update is needed for this concept, since it is still related to the mixed school (girls and boys studying together), and to the idea of equality based on a binary social system. Thus, it is not related to more recent ideas, as the feminization of knowledge, the revision of the hegemonic masculinity, or the visibilization and valuation of the diversity.

Pedagogy, as a career and as a discipline, is directly related to the knowledge of education, and the function of educating is the proper function of professionals of education; it is a function that has to be exercised with technical competence. From Pedagogy, as knowledge of education, it is assumed and based that the quality of education depends largely on the quality of the professionals of education and, while it is true that education is a shared responsibility, it is also assumed and it bases that the technical competence of these professionals depends, in turn and to a large extent, on the knowledge of the education that they have received, build and apply. The term ‘mesoaxiological’ means to value as educational any means used to educate; it means to make theoretical, technological and practical knowledge of education to intervene and evaluate any medium that is used in the pedagogical intervention, adjusting it to criteria of meaning of education which have been established and validated from the knowledge of education. To understand the mesoaxiological perspective, it is necessary to focus the discourse on the meaning of education and its relation with Pedagogy, which is knowledge of education. This article establishes argumentation in favor of the relationship between Pedagogy, as a discipline and as a career, and the function of educating, taking as the axis of the discourse: the concept of education, the professional development of pedagogical functions and the importance of technical competence in order to  structuring of the educational system and also on the pedagogical intervention.

Given the fact that inequalities between women and men still persist, nowadays coeducation remains a challenge for educational systems. The purpose of this study is getting to know how coeducation is handled in the schools of Vitoria-Gasteiz. Likewise, it aims to analyze how far coeducational policies are known in the educational centers and their influence in the schools’ daily life. In order to get a first approach of the educational reality under study, “ad hoc” questionnaires were carried out, one addressed to teachers, and the other to members of the schools’ head teaching team. 491 members of 30 local schools answered the questionnaire. Later on, 7 focus groups were held: two of them aimed to teachers, three to students, and two to families; in total, 51 persons took part. One of the most relevant conclusions of this piece of research is that there are numerous programs aiming to work on coeducation, and they are well known by the studied educational communities, however they have not achieved the desired impact. Those schools closer to coeducation address the need to establish a coeducational project that goes further than campaigns and punctual celebration days. In addition, they propose to tackle several needs, like training on gender, introducing coeducational contents in the curriculum, selection and preparation of adequate material and, finally, collaborative and coordinated work among the institutions which work in favor of equality.

This paper is built from the analytical contribution about legislative works and educational documents, since the first third of the 20th century. This analysis is derived from a research project of mixed nature that has had as a main goal: to draw the co-education historical course from two ways. One way more theoretical and another way more practice applied in the Spanish educational system.We have started from the theoretical genesis of the topic, with the pedagogical approaches of Margarita Comas (1892-1972) and Lorenzo Luzuriaga (1889-1959) and with the analysis of some teacher training programs and some educational curricula, all of this from a feminist point of view.As a final purpose of this paper is to know if the co-education has been projected in the teacher training plans, as well as in the new curricular initiatives that are emerging in our country; all of this is a necessary tool to transfer the equality principle as a scientific knowledge.This paper is supported in the Spanish co-educational historical issues, we conclude that co-education remains an important and actual educative challenge. That is why we propose to introduce feminist pedagogies as challenge to get a depatriarchate curriculum.

The present research arises from the objective of detecting the initial formation in matters of coeducation that has the students of the Degree of Primary Education of University of Cadiz; future teachers. The importance of the initial training of the teachers of the Primary Education is a key element in the construction of a school free of sexism and therefore, of a democratic society that promotes equality between men and women. We have used the quantitative methodology, specifically the instrument to gather information has been the questionnaire. The population sample is composed of the students of the three courses of the fourth year of the Primary Education Degree of the University of Cadiz, a total of 195 students. The most outstanding results show that the students have little training in coeducation and therefore the inability to work in the future the equal opportunities between girls and boys in schools, while demanding the need of training in this subject to be able to implement coeducation in their classrooms. We finish with an approach to practical intervention proposals to favor the way of coeducation in our schools through the initial teacher training.

This work aims to present a reflection on different issues related to the ways of transmitting knowledge related to the body, education and gender perspective in the university context, and specifically in the training of education professionals. This work is part of a broader research program that is entitled "Sensitive Pedagogies" and that authors have been developing in recent years. What we present is a review of some of the ideas elaborated and systematized throughout this research program and whose main objective is to clarify the ways in which, in the university, the issues related to the body, gender and education are transmitted . For this we have used different authors who are relevant for their production and for certain ways of thinking and understanding this type of education. With these authors a dialogue has been established, and in a special way with Valeria Flores, Gloria Anzaldúa and Gayatri Ch. Spivak.

Blockchain breaks into the educational scenario offering alternatives for improvement over certain administrative processes, such as recognition of user identity, non-mediated validation of academic certificates, or the use of smart contracts, among other novelties. Futuristic chronicles predict a transformation of the architecture of the educational system as a whole and an unprecedented synergy between teachers, institutions and formal and non-formal areas of education. Although the advances are in their infancy and there isn’t much academic research on the subject yet, it is clear that Blockchain has great potential with regards to its administrative application. Some educational initiatives based on the model of multilateral technological platforms result to be interesting as well as challenging. It is necessary to warn, however, about the little contribution that the application of Blockchain technology entails in the pedagogical dimension, and about the uncertainty that hangs over the revolutionary claims of the most extreme prospects, which predict more transformative power than what the technology itself seems to offer.

Immersed as we are in the era of image and technologies, the teaching of foreign languages is now in a scenario which enables the renewal of traditional teaching in the classroom and encourages motivation in the process of teaching and learning.  That is why in the article we present here we reflect on the use of the comic as an educational tool in the FFL (French as a Foreign Language) classroom based on a selection. The comic, a literary expression where image and text are interwoven, makes an attractive educational tool, promoting students’ reading habits. In addition, it presents a high potential in the teaching of foreign languages, as it not only allows us to deepen the linguistic experience, but also enables the teacher to approach different communicative and socio-cultural educational contexts. It goes without saying that French is the working language in the over 80 countries which make up the Francophonie, and that the literary productions in that sphere of activity will represent the scope of accents, socio-cultural representations and historical contexts of that transnational, multilingual and intercultural linguistic reality

Book review of: Buxarrais, M. R. & Villafranca. I. (2018). Una mirada femenina de la educación moral. Bilbao: Desclée de Brouwer.

The present article tries to find out the relation between the role of the school and the critical and reflexive construction of the adolescents in front of the manifestations of Contemporary Art. In this bias, for purposes of obtaining data, a didactic sequence was proposed through a debate about the exhibition called Queermuseo, exhibited by the Santander Cultural Museum, in Porto Alegre. The main objective was to identify whether discussions and awareness-raising activities involving Art in the school environment can contribute to the transformation and awareness of the students' critical and reflective sense. In this sense, students participated in the 3rd year of the Integrated Middle School to the Technician of Agroindustry of Campus Paraíso del Tocantins of IFTO. For the analysis of the data, quantitative research was used. The theoretical contribution was based on the conception of the multiple intelligences, proposed by Gardner (1994). It is hoped that the results of this research may contribute to future work on the importance of debates about Art in the school environment, with a view to the development and transformation of the individual in society.