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

School coexistence is basic in the inclusive school even when there is no consensus or homogeneity regarding the concept itself and its main dimensions. School coexistence has gone from being a popular and generic expression to becoming a true and complex psychopedagogical construct. The different school actors tend to express different levels of interest and concern for violent behavior, in fact, teachers are concerned about the disruption and provocation of their students, discipline and vandalism to the management teams, invisible phenomena to families as the harassment, and the educational administration especially is concerned about public opinion in relation to physical violence. When it comes to harassment and cyberbullying, it must not be forgotten that adequate prevention is what helps prevent problems from arising. Public administrations have an unavoidable responsibility when it comes to working for the improvement of educational coexistence. Among the actions that must be implemented is to favor models and guidance on aspects such as protocols for action against harassment and cyberbullying. The protocols are a normative-coexistence framework that provides teachers with operational guides and with them security, in situations of harassment and abuse among peers. The objectives of this study are (1) to define what a protocol of action against bullying and cyberbullying is and what it is for, (2) to locate what protocols and what nature exist in the 17 Spanish autonomous communities. All Autonomous Communities currently have specific protocols for dealing with bullying. It does not happen the same in the case of the specific approach to cyberbullying. The analysis shows that there is only a specific protocol for action in cyberbullying situations in 3 communities. In 7 communities, cyberbullying is specifically addressed, but not in a Protocol format. In other 7 communities there is nothing specific beyond the more or less extensive recommendations included in the protocols against bullying.

Inclusive Education claims the creation of equal opportunities for all children. To make this happen it is important that teachers, working in regular classrooms, promote children’s potential having access to methods and techniques that enable them to develop inclusive educational activities. Creativity, cooperative and active learning are fundamental methods for an Inclusive Education.This paper focus on a research centered on the analysis of pre-service teacher training programs for Inclusive Education and how these future professionals could be prepared to use Expressive Techniques as active methods privileged in Inclusive Education. The study involved the universe of all higher education institutions that provide pre-service teacher training in Portugal from pre-school education to 2nd cycle of basic education. Using a descriptive method research, all data were collected, analyzed and categorized in components within the Inclusive Education and Expressive Techniques. Results show that High Education Institutions have a large percentage of components training in Inclusive Education and Expressive Techniques – higher in public than in private institutions. Most of them have a theoretical and practical component. However, results indicate that both components are not covered by a single course, i.e., Expressive Techniques in Inclusive Education.The study draws attention to a fundamental area: a consistent Initial Teachers Training that links education on Expressive Techniques, Special Needs Education and Inclusive Education. Although not exhaustive, this study can be a contribution to furthering the reflection and development of effective pre-service teacher training programs,giving an input with these areas to build positive models of Inclusive Education.

Society has long been tracing a path that it is incompatible with the preservation of healthy natural ecosystems. This behavior is characterized by an anthropocentric view of our place in the biosphere, that it is implicit in the very definition of the sustainability concept. In addition, a consumerist social paradigm deepens in our unsustainable behavior. In order to take the sustainability path it would be necessary to act upon both attributes of our society, favoring an ecocentric view of our place in the biosphere and taking over the consumerist paradigm shift. In this article it is proposed that those changes are only possible through education, and its aim is to endorse people with the skills, attitudes and values necessary to identify the societal problems as self problems and undertake the necessary transformations. To achieve this, it is proposed an educational framework, constituted by axioms that are implemented under an epistemological and ethical umbrella, that promotes the design of the necessary educational actions. The axioms have been designed with the intention of awakening students' environmental awareness, their social participation, gender cooperation and the rational use of technology. In this process it is proposed the functional logic of complex systems as the basis of an epistemology that will contribute to knowledge acquisition. This will lead to a deep learning, in opposition to a surface learning characteristic of today’s education, and to a correct interpretation of the designed educational experiences. Finally, it would be necessary to accept a non-discriminating humanitarianism ethic that will assign intrinsic values to the natural environment. This axiomatic, epistemological and ethical system will generate educational experiences leading to a transforming deep learning, and compatible with a sustainable view of society.

Children have an increasingly early and close contact with ICT, although they often lack the skills necessary to use them safely and efficiently. In terms of children's digital literacy, adults play a very important role in three main aspects: as trainers or directly responsible for their digital literacy; as companions or referents to which children can ask for help; and as an example of behavior models. To exercise these roles adequately adults need a level of digital competence that should be acquired through specific training. The objectives of this study are: (1) to identify the level of digital literacy in a sample of adults (teachers and families), (2) to indicate what kind of digital competences teachers should develop, (3) indicate what type of digital competences should develop families. The methodology used corresponds to that of a case study, for which a self-designed questionnaire is used with 25 dichotomous response questions, on conceptual and procedural aspects (use of the medium and adequate management of personal information). The results indicate that teachers and families show a high and comparable level of knowledge of concepts related to digital identity, and of basic procedural skills in the use of social networks. However, they show a lesser mastery of practical skills for reputation management and online communication. The conclusions of the study point out the importance of digitally literate adults to make them competent in all the areas identified in the common framework of digital teaching competence.

In the present work we reflect on the need to rethink the school curriculum, from an integrated perspective, for the construction of a socially and democratically just school. For this, we use the Humanities Curriculum Project, by Lawrence Stenhouse, in order to revalue its meaning in the current education of the 21st century. It is about advancing in curricular proposals that take as a base the dyes of the humanistic curriculum for a school that adapts to the particular characteristics of its students and from a model focused on learning. The core of this curriculum lies in presenting controversial issues treated from the dialogue, protecting the divergence of the points of view of the students. By focusing on knowledge, taking humanistic and integrated lines as references, we bring students closer to a greater understanding and analysis of social injustices, favoring critical awareness. In short, we combine the integrated vision of knowledge with the democratic and humanistic perspective in education, to try to respond to the demands of a student who demands this.

Esta investigación tiene como objetivo analizar la presencia de la Guerra Civil Española en el currículo educativo del Bachillerato andaluz, el cual se encuentra regulado por el Real Decreto 1105/2014, de 26 de diciembre, del Gobierno de España y la Orden de 14 de julio de 2016 de la Junta de Andalucía. Para llevar a cabo dicha investigación, ha sido necesaria la lectura crítica de fuentes secundarias (publicaciones) y diarios "online" para la búsqueda de información, la lectura minuciosa de la legislación anteriormente citada y la consulta del libro de texto de Historia de España de 2º de Bachillerato de la editorial Algaida, para analizar los elementos curriculares de la Guerra Civil que dicho libro recoge y compararlos con los recogidos por la legislación oficial.Las conclusiones son la presencia mayoritaria de la Guerra Civil en Historia de España de 2º de Bachillerato (con elementos curriculares en otras asignaturas relacionados con la guerra, pero sin abordarla explícitamente) y la primacía de una enseñanza positivista de la Guerra Civil que debe ser revisada tanto en el currículo como en los libros de texto de 2º de Bachillerato.

Objective: design a Cloud Computing model that will allow companies to manage information, reduce costs, maximize services and use state-of-the-art technology.  Methodology: to build a model that generates break in the mental paradigm of the directors of the IT areas through a descriptive investigation, making an observation to the personnel that works in IT.  Results: a migration model was designed based on strategies of different authors and on the experience of a group of specialists from a Data Center that could serve as a guide for future implementations in the II level hospitals of the department of Valle del Cauca.  Conclusions: the model will allow hospitals to migrate their IT area to a Data Center, aligning with government policies and be at the forefront of technology and be on a par with multinationals that have large economic resources.  

El siguiente trabajo se basa en una propuesta de investigación-acción en la que se tiene por objeto principal incorporar estructuras cooperativas en un aula de Infantil (3 años), mediante un proyecto de trabajo internivel desarrollado junto al alumnado de segundo de Primaria. La acción se llevó a cabo en un aula de un centro público de Castellón de la Plana (España). En primer lugar se recogió información mediante un anecdotario, se formuló una entrevista a la maestra del aula y se preparó una tabla de observación con indicadores extraídos de la Guía CEIN para la Construcción de la Escuela Intercultural e Inclusiva, para comprobar el grado de cooperación. Con ello, se detectaron las necesidades y el problema de estudio. En segundo lugar, se puso en práctica el proyecto “La vuelta al mundo en 80 días”, en este trabajo se presta especial atención a las técnicas de: la tutorización, el folio giratorio, una adaptación de la técnica 1-2-4 y el “Juego-Concurso de De Vries”. Para realizar el seguimiento de la acción y evaluar el proceso, se utilizó la observación participante, una segunda entrevista a la maestra y un análisis documental. Además, se llevó a cabo la técnica ‘Felicito, critico, propongo’ con el alumnado. Por último, a partir de los resultados obtenidos se extraen algunos factores y elementos que no han funcionado en la práctica abordada.

Esta investigación consiste en el análisis de los contenidos históricos de cinco blogs destinados a la enseñanza de las Ciencias Sociales que se encuentran en nuestro contexto digital. De entre todos recursos que nos podemos encontrar en la web, hemos centrado nuestro análisis en los blogs como medio para la enseñanza y el aprendizaje. A través de ellos, hemos analizado su contenido sobre Historia y la manera en la que estos son presentados a los alumnos y también a cualquier usuario de la red. Con los resultados obtenidos, no solo hemos comprobado que los contenidos tratados se adecuan a las exigencias del currículum de educación, sino que también muchos docentes tienen a su alcance una nueva herramienta que, además de facilitar la enseñanza de la Historia, hace que resulte más atractiva a sus alumnos.

Mediante el presente estudio, hemos pretendido analizar el grado de felicidad de los estudiantes del Grado de Historia de la Universidad de Málaga en tres niveles diferentes. Por un lado, su propio grado de felicidad personal, a nivel general. En segundo lugar hemos querido profundizar en el grado de satisfacción que tienen los alumnos al estudiar Historia, y si están contentos con la formación recibida. Finalmente, hemos profundizado en saber si los alumnos que estudian historia, son más felices que aquellos que no la estudian. ¿El desarrollo de la conciencia histórica, hace que las personas sean más felices?