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

Los nuevos paradigmas de la didáctica de las ciencias sociales apuestan, por un lado, por la introducción de metodologías basadas en el juego ya desde edades muy tempranas como la educación infantil, y, por otro lado, por realizar un cambio de mirada hacia el desarrollo de habilidades relacionadas con las ciencias sociales en relación con los contenidos. Es por todo ello, que en el presente estudio se busca analizar la viabilidad de aplicar recursos didácticos ludificados del área de ciencias sociales en una secuencia didáctica de El Principito para el segundo ciclo de Educación Infantil, concretamente de 4 a 6 años. Para alcanzar dicho objetivo, se han realizado varias observaciones no participativas de la aplicación del Breakout EDU o juego de escape (escape room) en dos centros educativos de la comunidad autónoma de Cataluña (n=56). Como resultado de dichas observaciones y el posterior análisis con el programa Iramuteq se ha constatado que el Breakout EDU o juego de escape puede ser un recurso didáctico óptimo para Educación Infantil, siempre y cuando tenga unas pautas didácticas muy marcadas y estructuradas por el docente y se haya realizado un ejemplo resuelto previo.

Compreender em profundidade os desafios, as tensões e os paradoxos da educação pública brasileira em seu movimento contemporâneo é tema central deste artigo. Dois paradigmas pedagógicos antagônicos, quais sejam, a educação popular e o bancarismo pedagógico são vivenciados historicamente no Brasil. Ambos são criticamente apresentados e analisados pela teoria e pela empiria. O contexto social do estudo deriva da práxis escolar brasileira, em que o pesquisador está inserido. Metodologicamente é, assim, um estudo crítico-dialético. A conceituação da educação popular, seguida do conceito da educação bancária questionada pelo tensionamento possível com a educação popular tece o itinerário de estudo, para ao final recompor um caminho possível de superação dos desafios, tensões e paradoxos pelo paradigma da educação popular.

In the present work we seek to investigate how chemistry undergraduates submitted to a training proposal based on Vergnaud's Theory of Conceptual Fields (TCC) come to perceive the teaching and learning processes, treated as a conceptual field in this theoretical perspective, and how this influences your teaching plan. Therefore, we analyzed lesson plans developed by them after the training process in order to identify possible operational invariants, which could refer to the conceptual field in question. The results obtained allowed us to identify evidence in the application of knowledge related to reflective training acquired during the training meetings, which suggest that the undergraduates sought to employ such concepts in their planning.

The sanitary situation that we have been going through since March 2020 has brought new ways of carrying on teaching, and has turned teaching practices into a challenge for the educators involved. The main aim of this article is to describe the teaching practices of the professors responsible for dictating the Economics introductory subjects at Universidad Nacional del Sur (National University of the South), Argentina, during the pandemic. The method used is Qualitative methodology and case study. A semi-structured survey addressed to the teachers who form the sample population was used for data collection. We present our final reflections, based on the analysis of results, as an invitation to rethink the teaching practices developed during the pandemic.

In the early 1980s, the publication of the book Reflections on Literacy by Emília Ferreiro (1981) marked the discussion about the processes of acquisition of written language in Brazil. This pedagogical fact mobilized the present writing, whose objective was to analyze elements of the work considering its impact on the education of the country. The methodology adopted was the bibliographical research that includes key studies on the theme in interface with narrative research. It was possible to observe that since the first edition of the book, a set of debates disturbed the day to day of schools, training agencies and official programs enabling the development of other looks and practices for understanding how children learn to read and write.   

Language learning evolves in parallel with technological advances. The use of ICT has proven to be very useful in language teaching and new studies underline the importance of computational thinking. The objective of this article is to design a pedagogical proposal in which parents, teachers and students are expected to be involved. This proposal is supposed to foster the use ICT and computational thinking as a language immersion environment outside the classroom. To do so, the software Scratch is at the very core of the proposal. In conclusion, the expected results of this design are an improvement in linguistic competence, technological skills and the family-school relationship.

This article offers indicative data regarding the practical application of semantic links in the three main Valencian digital newspapers. The field research is based on a qualitative empirical analysis: participant observation, a technique not used yet in the research of the use of hypertext on Spanish newspapers; furthermore, it is applied to local media, an area barely considered by the case studies previously done. Participant observation in the three selected newsrooms is key to find out which are the journalistic routines regarding hyperlinks, specially under the view of journalism and documentation. A significant evolution of hypertextuality is certified in the newsrooms, whose use is mainly determined by audience goals and web positioning. Hypertext routines are different when comparing news sites having a paper edition with native digital media. The level of use of links is primarily determined by the time available to carry out this task. Hyperlinks in the observed Valencian news sites are mostly internal or self-referential, despite the limitations in the documentary process of their digital archives. News companies do not take enough measures to evaluate and refine the practice of hypertextuality.