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

Desde el punto de vista del conocimiento de la educación, la intervención pedagógica es siempre tecnoaxiológica. Hablamos de Pedagogía tecnoaxiológica. Pero, además, tenemos que hablar de Pedagogía mesoaxiológica, del medio o ámbito de educación, porque cada área cultural tiene que ser significada y valorada como educación y construida como ámbito de educación.El objetivo de este artículo es la formación de criterio sobre el significado de ‘educación’ y la importancia de la Pedagogía en la construcción de ámbitos de educación. El conocimiento de la educación hace posible la construcción de ámbitos de educación con las áreas culturales. El significado de educación es la conjunción de carácter y sentido. El carácter determina el significado, el sentido cualifica el significado.Palabras clave: Concepto de educación, significado de educación, conocimiento de la educación, ámbitos de educación, Pedagogía Tecnoaxiológica, Pedagogía Mesoaxiológica

About 80,000 people with disabilities in our country work in public and private companies, as recognized by the National Disability Council. News published by the newspaper El Telegrafo,on Saturday 24 October 2015. On the other hand, it is also revealed by the Vice President ofCONADIS, Xavier Torres that 70% of companies comply with the hiring rule. Therefore, through this research we try to examine whether the problem is concentrated in the predominance, and set of external and internal variables, that prevail in the low labor insertion of people with disabilities, especially those with higher education, and the respective application of The Organic Law of Disability (LOD) on the part of the companies to that reality, therefore the established question is oriented in the following sense of: To identify to which factors obeys the labor insertion and the respect to the application of the established laws In favor of people with disabilities in the province of Guayas?, Identify what are the expectations generated by this sector considered vulnerable in our society in the workplace and if the fulfillment of their rights and opportunities that are manifested external social elements, such as The low academic level, anachronistic conditions of the job, abandonment of technical aids, etc.? The methods used were: historicallogical, analytical-synthetic, ethnographic and Participatory Action Research. Among the techniques are the interview, the survey, the discussion group and the documentary analysis.

Through an ethnographic study, the process to sensitize teachers and university students about the inclusion of a student with the condition of Autistic Spectrum Disorder (ASD) at the Autonomous University of Carmen, Campeche, is described and analyzed. The student, teachers and students of the 1st semester of the Communication and Cultural Management degree and the 5th semester of the Bachelor of Education participated. The open interview, the participant observation, and a workshop were used where the concepts, foundations, characteristics and strategies of the ASD were addressed. The methodology used made it possible to understand the functioning of the student with ASD, consider the theories that support it, confirm the weaknesses and strengths of people with this condition, identify the needs of the student, raise awareness and propose strategies to minimize barriers to learning and participation that favor inclusion in HEIs. The awareness-raising workshop can be an action to be developed in higher education institutions to favor inclusion, for which the conditions of the context and the particularities of the students must be considered.

Es preciso estudiar la educación artística desde la perspectiva de la educación, sin anular la perspectiva propia de los productos artísticos. El objetivo de este trabajo es contribuir a formar criterio acerca de la educación artística en el sentido genérico de entender las artes como ámbito de educación y sus finalidades.Esta perspectiva pedagógica exige mirar con apropiada atención el ámbito de la educación artística y eso quiere decir que hay que mantener un claro compromiso con los valores educativos de la experiencia artística en sus diversas formas de expresión.Desarrollar las artes como ámbito de educación exige entender y diferenciar tres acepciones posibles para la relación artes-educación: 1) las artes como ámbito general de educación; 2) las artes como ámbito de educación general; 3) las artes como ámbito de desarrollo profesional y vocacional. Pero además exige limitar el sentido del modelo dual de formación que separa conocimiento y acción.Palabras clave: Educación Artística, Educación General, Educación en Valores, Fines de Educación

In the present investigation, a study of the ergonomic risk factors for the GAD PARROQUIAL RURAL ALLURIQUÍN was carried out to design a prevention program. An identification of the most significant ergonomic risk factors were started using the matrix of the National Institute of Occupational Safety and Hygiene recommended by the Ministry of Labor, and then the RULA method was used for the evaluation of jobs. We determined the exposure of all ergonomic risk factors detected as critical in the occurrence of musculoskeletal disorders to a targeted sample of a given population. The design of a prevention program; The product of this work determined measures of prevention of the aspects established as high risk in terms of: work content, space conditions, comfort of work and organizational factors using formats and structure recommended by Ecuadorian legislation and international standards.

Este artículo no es una reflexión sobre lo que dicen especialistas de otras disciplinas respecto de la relación educativa. Los términos educacionales han adquirido significado propio al amparo del conocimiento de la educación, de manera que la relación educativa ya no es solo una relación moral o una relación de cuidado, de convivencia y comunicación, sino la forma sustantiva de la intervención ajustada los rasgos de carácter que determinan el significado de ‘educación’ en su definición real.Desde la perspectiva del conocimiento de la educación, es obligado que pensemos en la relación educativa como una forma de interacción singular y distinta, cuyo significado debe ajustarse a la complejidad propia de “educación’.Palabras clave: Concepto de educación; Relación educativa; Cuidar; Convivencia; Comunicar; Educar; valores educativos.

The title of this issue honors the latest book by the Spanish pedagogue Agustín de la Herrán Gascón from the Autonomous University of Madrid and member of the Redipe Quality Committee. In the Editorial of the journal the author presents generalities of the text, and at the end of it relates the link through which the reader can download that.The articles of this issue orbit around various topics of education and pedagogy, among others

The convenience of the application of ICT in education for children with Special Educational Needs, I can say this is a particular case of students with Down Syndrome, which is present in this study; those who already have difficulties in their daily lives due to their conditions and characteristics require that in their teaching they resort to strategies with tools that facilitate their learning process. To achieve this objective, I applied a series of ICT workshops which were carried out, adaptingthem to the individual conditions of three children with Down Syndrome, looking their behaviorand degree of scriptural apprehension analytically, according to the respective evaluation grid. According to the characteristics of the children, their quantity and what they wanted to achieve,the study was carried out as a case study, with descriptions of behaviors and results and appreciations of both the teachers and the parents as a result of the workshops, with the that is ventured into a new world full of information, improving the learning environment, allowing creative, fun and cognitive development, exchanging ideas and experiences that enable a true educational inclusion.   

The book entitled "Fundamentals for a Pedagogy of Knowledge and Not Knowing" (Herrán Gascón, A. de la, São Paulo: Edições Hipótese, 2018) serves the purpose of contributing to the necessary radical renovation of Pedagogy and Didactics, to favor a more coherent and complete education and training based on conscience. It is based on the thesis that the legacy of Socrates is limiting for education, and conditions the construct 'formation' and the evolution of Pedagogy and Didactics. Today both disciplines are partially valid, because their base, erected on learning, knowing and on a partial idea of formation, is incomplete. Its emphasis on knowledge - read not only learning knowledge, but knowing how to think, know how to feel, know how to be, know how to live together, know how to do, know how to manage emotions, know instructional content or guidance, know competences, etc. -limits education and training. They do not seem to realize this possibility, it seems, international education bodies, laws and education systems, nor most pedagogues and researchers of education. Historically, a bias has been dragged into these disciplines, since the teaching of great pedagogues or masters of the formation of the East has not been incorporated, with a different perspective. Our position is that without the understanding they offer - and that apparently is ignored by the 'occidentalism' (or ism of the West) in which we live, empowered by globalization, - education can not be complete, nor can it be understood at all.

In the framework of researches which have determined the interdependence between human been and Nature and focusing in the healthy and restorative effects of the contact with the Environment. Connecting also with social and postmodern tendencies, which defend to recuperate the approach to Earth and its farming for training in values, transverse education and development of the intergenerational relationships. The proposal of didactic research which is here presented shows one first approaching assessment of empiric application of the learning of Social Sciences through a project of creating a university vegetable garden.